Exceptionality Education International最新文献_第4页

K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders 加拿大全纳学校的K-12管理:正式学校领导的期望和资格的文献综述

Exceptionality Education International Pub Date : 2020-09-01 DOI: 10.5206/eei.v30i2.11081

A. Lunde

{"title":"K–12 Administration of Inclusive Schools in Canada: A Literature Review of Expectations and Qualifications of Formal School Leaders","authors":"A. Lunde","doi":"10.5206/eei.v30i2.11081","DOIUrl":"https://doi.org/10.5206/eei.v30i2.11081","url":null,"abstract":"The formal educational requirements for principals in Canada vary significantly between educational jurisdictions. Principals are typically unprepared to lead inclusive schools upon graduation from educational leadership programs, despite the importance of formal education and experience in inclusive education in order to lead inclusive schools. Being unprepared includes lacking knowledge about students with exceptionalities and how they can and should be accommodated. Whether administrators value and support inclusion is imperative to schools being inclusive. Support of inclusion can include the use of teachers’ varied and extensive skill set through distributed leadership. The utilization of a leadership style focused on distributed leadership can be addressed through educational leadership programs, but also through professional development programs such as locally developed programs on mentorship. Educational leadership programs need to change in order to develop leaders for inclusive schools. Until such change occurs, principals are in significant need of professional development on inclusive education and how to lead inclusive schools.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"30 1","pages":"51-67"},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43990710","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Studying Self-Efficacy Among Teachers in Poland Is Important: Polish Adaptation of the Teacher Efficacy for Inclusive Practice (TEIP) Scale 研究波兰教师自我效能感的重要性:波兰教师效能感对包容性实践(TEIP)量表的适应

Exceptionality Education International Pub Date : 2020-07-21 DOI: 10.5206/EEI.V29I2.9405

Zuzanna Narkun, J. Smogorzewska

引用次数: 8

Transactions Within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation 针对学龄前自闭症谱系障碍学生的以教室为基础的AAC干预:一项混合方法的调查

Exceptionality Education International Pub Date : 2020-07-21 DOI: 10.5206/EEI.V29I2.9401

Kate Dorney, K. Erickson

{"title":"Transactions Within a Classroom-Based AAC Intervention Targeting Preschool Students with Autism Spectrum Disorders: A Mixed-Methods Investigation","authors":"Kate Dorney, K. Erickson","doi":"10.5206/EEI.V29I2.9401","DOIUrl":"https://doi.org/10.5206/EEI.V29I2.9401","url":null,"abstract":"This study examined the changes in the communication skills of preschool students with autism spectrum disorder (ASD) that resulted from an intervention that featured three evidencebased, transactional approaches to augmentative and alternative communication (AAC) intervention: (a) attributing communicative meaning to student behaviours; (b) providing aided language input; and (c) focusing on graphic symbols representing core vocabulary. Using a mixed-methods design with multiple sources of data (i.e., observation field notes, IEPs, and direct communication assessment), the study was conducted in three classrooms with 6 educators and 13 preschool students with ASD. The purpose was to explore interaction patterns between educators and students while also analyzing improvements in student communication as measured by the Communication Matrix. The results point to a transactional relationship between educators’ and students’ communication across the three classrooms. This group of preschool students with ASD learned to use abstract graphic symbols representing core vocabulary to request as a result of educators’ focus on this requesting. A number of students demonstrated growth in use of non-symbolic communication for social interaction and information sharing as a result of educators’ increased use of aided language input.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44504580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

The Relationship Between Teachers’ Inclusion-Related Knowledge, Skills, and Attitudes and Student Outcomes: A Review of Recent Literature 教师包容相关知识、技能和态度与学生成绩的关系:近期文献综述

Exceptionality Education International Pub Date : 2020-07-21 DOI: 10.5206/EEI.V29I2.9400

Daniel B Robinson Dr., D. Young

{"title":"The Relationship Between Teachers’ Inclusion-Related Knowledge, Skills, and Attitudes and Student Outcomes: A Review of Recent Literature","authors":"Daniel B Robinson Dr., D. Young","doi":"10.5206/EEI.V29I2.9400","DOIUrl":"https://doi.org/10.5206/EEI.V29I2.9400","url":null,"abstract":"In this article, we report on a scoping review of empirical literature addressing the relationship between teachers’ inclusion-related knowledge, skills, and attitudes and student outcomes. Using six common electronic databases for education (ProQuest, JSTOR, SAGE Journals Online, ScienceDirect, PsycINFO, PsycARTICLES), we searched for peer-reviewed, English-language publications between 1 January 2008 and 1 January 2018 (a 10-year period). A total of 25 articles met the search criteria for this scoping review and were consequently subject to a more detailed examination. This more detailed examination focused upon five student variables (intellectual disabilities [IDs], learning disabilities [LDs], autism spectrum disorder [ASD], other mental health disorders, and giftedness) and five possible student outcomes (social well-being, functional or life skills, academic achievement, post-secondary transitions, and exceptionality-related outcomes). These 25 articles include eight systematic or scoping reviews, two that report on experimental studies, nine that report on quasi-experimental studies, and six that report on correlational-descriptive research studies. A summary account of these 25 articles is offered, as is a list of related implications, for both practice and inquiry. Some of the most significant implications are related to the limited body of evidence related to a number of variables; these include teachers’ attitudes and resultant student outcomes, giftedness, and post-secondary transitions. Additionally, these implications also offer cautionary considerations related to teachers delivering mental health-related programs and utilizing technology-related interventions for students with ASD.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41768901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

Parents’ Experiences with an Individualized Intervention Designed to Strengthen the Family–School Partnership: The Parents in Partnership with Educators (PIPE) Program 旨在加强家庭-学校伙伴关系的个性化干预的家长体验：家长与教育工作者伙伴关系（PIPE）计划

Exceptionality Education International Pub Date : 2020-07-21 DOI: 10.5206/EEI.V29I2.9398

C. Cadieux, Claire V. Crooks, Colin B. King

引用次数: 1

Inclusive Education as Exclusive Practice: One Parent’s Experience Advocating for Children with Fetal Alcohol Spectrum Disorders Within the School System 全纳教育作为独家实践:一位家长在学校系统内倡导胎儿酒精谱系障碍儿童的经验

Exceptionality Education International Pub Date : 2020-07-21 DOI: 10.5206/EEI.V29I2.9403

B. Opini

引用次数: 0

Response to Intervention (RTI) and Changes in Special Education Categorization 干预反应与特殊教育分类的变化

Exceptionality Education International Pub Date : 2020-07-21 DOI: 10.5206/EEI.V29I2.9402

K. Raben, Justin R Brogan, M. Dunham, S. Bloomdahl

{"title":"Response to Intervention (RTI) and Changes in Special Education Categorization","authors":"K. Raben, Justin R Brogan, M. Dunham, S. Bloomdahl","doi":"10.5206/EEI.V29I2.9402","DOIUrl":"https://doi.org/10.5206/EEI.V29I2.9402","url":null,"abstract":"Response to intervention (RTI) is used as a prerequisite to referring children for special education eligibility for learning disabilities (LD). RTI provides schools with a framework for helping students with learning challenges. In the United States, while the number of students receiving services through RTI has remained consistent, the overall number of students receiving some educational intervention through an alternate path has increased. The purpose of this study was to determine the influence that the RTI model had upon eligibility numbers in a large special education co-operative spanning 21 rural school districts in southern Illinois that represented 15,128 students. Each of the school districts maintained its own policies and procedures governing RTI implementation, special education referral, and special education eligibility. The study revealed that while the number of students with LD dropped significantly over the past decade, the numbers of children eligible for other disability categories increased in a similar proportion. This changing trend may be the result of several factors including changes in school district policy, parent advocates pressing for quicker paths to treatment, treatment providers shifting categories for a wide variety of reasons, or some yet unknown factor. These possible explanations suggest that family issues, time, finances, and procedural dynamics may play a role in the changing categorizations and should be better understood. Future studies should focus on the inclusion of more culturally and economically diverse students, within and outside the Unites States. Last, school district policies and RTI implementation procedures should be investigated to better uncover any potential relationship to this shifting data trend.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44736920","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Assess, Sort, Classify: “Othering” of Indigenous Students in Manitoba’s Schools 评估，分类，分类:马尼托巴省学校土著学生的“其他”

Exceptionality Education International Pub Date : 2020-07-21 DOI: 10.5206/EEI.V29I2.9404

N. Bartlett, Trevi B. Freeze

{"title":"Assess, Sort, Classify: “Othering” of Indigenous Students in Manitoba’s Schools","authors":"N. Bartlett, Trevi B. Freeze","doi":"10.5206/EEI.V29I2.9404","DOIUrl":"https://doi.org/10.5206/EEI.V29I2.9404","url":null,"abstract":"In the province of Manitoba, Canada, there is a gap between the rhetoric of inclusive education and its practical implementation. In the absence of inclusive educational policies and guidelines, deficit-based approaches such as categorical labels for students who are deemed to have a severe emotional and behavioural disorder, segregated classrooms, and self-contained programs are prevalent and change is needed. This paper provides a critical perspective on how the paradigm of special education contributes to the social construction of disability; how, for Indigenous students, it too often positions behavioural difference as disability; and further, why this practice is systemically discriminatory. In our examination, we seek to expose the exclusion (Slee & Allen, 2001) that exists in nominally inclusive schools as a way to promote social change and redirect education toward truly inclusive practices. To that end, we suggest the following strategies that may reduce educational inequity for Indigenous students: (a) developing clearly articulated inclusive educational policies along with indicators of inclusivity; (b) reporting the number of Indigenous students who are identified as emotionally and behaviourally disordered, and segregated in self-contained settings; (c) establishing needs-based models of support at all levels (e.g., province, division, and school); (d) creating new narratives of assessment and pedagogy; and (e) reconceptualizing teachers’ training. We hope that by critically examining the structures and processes of special education that, in fact, disable Indigenous students from educational success, inclusion might encompass more than a provincial philosophy and include transformative educational change.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43361489","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

An Examination of the Social Acceptance Levels of Gifted Students Toward Students with Disabilities 天才学生对残疾学生社会接受程度的调查

Exceptionality Education International Pub Date : 2020-07-13 DOI: 10.5206/eei.v30i1.10916

Tahsin Fırat

引用次数: 0

Showing the Way to Inclusive Outdoor Education: Impact of Hands-On Training in Adapting a Kayak 展示包容性户外教育之路:独木舟改装实践训练的影响

Exceptionality Education International Pub Date : 2020-06-22 DOI: 10.5206/eei.v30i1.10915

Jessica Delorey, E. Austen, Andrew Foran

引用次数: 1