Exceptionality Education International最新文献

{"title":"A Bully and a Victim: The Bullying Experiences of Youth with Emotional and Behavioural Disorders","authors":"Monique Somma, Z. Marini","doi":"10.5206/EEI.V30I1.10913","DOIUrl":"https://doi.org/10.5206/EEI.V30I1.10913","url":null,"abstract":"Young people with emotional and behavioural disorders (EBD) comprise a unique group of students involved in school bullying. The present case study examined the bullying experiences of a group of students, aged 10–14 years, identified as having EBD. A total of ten students participated in self-report questionnaires and interview-style journaling. The main research questions were related to type of involvement in bullying and the bullying experiences in this population. Questionnaires and journaling gathered information about involvement in bullying, as well as about psychological risk factors including normative beliefs about anti-social acts, impulsivity, problem solving, and coping strategies. The overall results indicated that all ten students had participated in bullying as either a bully, a victim, or both. They described their experiences involving both external and internal aggression. These personal accounts offer insight into implications for intervention and educational practices.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46803806","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}

{"title":"Bootstrapping: The Emergent Technological Practices of Post-secondary Students with Mathematics Learning Disabilities","authors":"Alayne Armstrong, Mirela Gutica","doi":"10.5206/EEI.V30I1.10912","DOIUrl":"https://doi.org/10.5206/EEI.V30I1.10912","url":null,"abstract":"Drawn from an investigation of the emergent technological practices of post-secondary students with mathematics learning disabilities, this case study employs an enactivist framework in considering the bootstrapping processes our participants report engaging in when using personal electronic devices for academic support. Video-recorded, semi-structured interviews were conducted with nine post-secondary participants with mathematics learning disabilities in two western Canadian urban centres. Findings suggest that participants used technology to control and improve sensory input in order to better access mathematics course content and monitor the accuracy of their work, engage with alternate presentations of mathematical concepts to enhance their level of understanding, reduce workload, and improve organization. We discuss how their strategies in using technology relate to Bereiter’s categorization of bootstrapping resources (1985), including imitation, chance by selection, learning support systems, and piggybacking. Grounded in a “learner’s perspective,” this case study identifies technological adaptations and strategies that may be helpful to others with mathematics learning disabilities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47217510","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}

{"title":"Enhancing Classroom-Based Communication Instruction for Students with Signifificant Disabilities and Limited Language","authors":"Lori Geist, K. Erickson, Claire W. Greer, Penelope Hatch","doi":"10.5206/EEI.V30I1.10914","DOIUrl":"https://doi.org/10.5206/EEI.V30I1.10914","url":null,"abstract":"Many students with significant disabilities have complex communication needs and are not yet able to express themselves using speech, sign language, or other symbolic forms. These students rely on nonsymbolic forms of communication like facial expressions, body movements, and vocalizations. They benefit from responsive partners who interpret and honour these forms and teach symbolic alternatives. The purpose of this article is to describe ways in which classroom teachers and other classroom staff can be responsive partners using three targeted teaching practices: (a) attributing meaning and honouring early communication behaviours, (b) giving students personal access to aided augmentative and alternative communication (AAC) systems with a core vocabulary, and (c) using aided language input strategies to show students what is possible and how to use graphic symbols on aided AAC systems. These teaching practices are discussed using scenarios to illustrate how each can be integrated into typical academic and non-academic classroom activities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46864057","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}

{"title":"Young Children with Autism Spectrum Disorder in Early Education and Care","authors":"Kimberly Maich, Adam W. J. Davies, Sharon Penney, Emily Butler, Gabrielle Young, D. Philpott","doi":"10.5206/EEI.V29I3.9388","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9388","url":null,"abstract":"\u0000High quality early intervention is a crucial component of supportive and inclusive early childhood education and care (ECEC) and crucial for children with autism spectrum disorder (ASD). For children with ASD, there is limited access to ECEC services and there is little research or writing on the importance of bridging even conversations between the fields of ECEC and special education needs. This paper addresses the importance of starting a conversation by delineating current literature on ASD and early intervention services while making recommendations for how practitioners and policy-makers can consider the needs of young children with ASD in ECEC programming, bringing together clinicians and educators in ECEC settings into broader and closer collaborations. Through investigating current wide-scale reports on ASD in ECEC and inclusive settings, screening, early intervention, and evidence-based interventions, as well as the specific needs of parents of children with ASD, we seek to bring such essential discussions to the forefront. In turn, practitioners can provide supportive early-years environments for children with ASD, as well as early intervention and identification services that support inclusive practices. \u0000","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46962257","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}

{"title":"The Role of Quality ECE in Facilitating Mental Health and Well-Being in Children","authors":"Sharon Penney, Gabrielle Young, Emily Butler, Kimberly Maich, D. Philpott","doi":"10.5206/EEI.V29I3.9387","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9387","url":null,"abstract":"This article explores trends and statistics specific to the mental health status of children from both the Canadian and the global contexts to inform a conversation on the environmental conditions and experiences that impact the mental health of young children. The research described here focused on the intersection between mental health and early child education (ECE), along with the educational and professional development experiences of early childhood educators, in an attempt to identify mitigating factors that can ensure social-emotional development in children. The article argues that while ECE can help the social-emotional development of young children, there needs to be a focus on ensuring quality of experience with explicit social-emotional learning outcomes, delivered by highly educated professionals. It concludes with a call to focus on the mental health of young children, early child educators, and the critical importance of healthy relationships in the lives of these children.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44551120","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}

{"title":"A Study of the Long-Term Influence of Early Childhood Education and Care on the Risk for Developing Special Educational Needs","authors":"E. Melhuish, J. Barnes, Julian Gardiner, I. Siraj, P. Sammons, K. Sylva, B. Taggart","doi":"10.5206/EEI.V29I3.9385","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9385","url":null,"abstract":"Specialized preschool programs can enhance the development of vulnerable young children at risk of special educational needs (SEN). Less is known about the potential of early childhood education and care (ECEC) provided for the general population. This study includes 2,857 children attending 141 ECEC centres in England and 310 with no ECEC. ECEC quality and effectiveness were assessed. Children’s scores on assessments of cognitive development, numeracy, and literacy, and teacher reports of socio-emotional problems at ages 5, 7, 11, and 16 years were used to identify risk of SEN (1 standard deviation beyond the mean). Trend analyses (none vs. low, medium, and high ECEC quality or effectiveness) examined impact of ECEC on risk for cognitive or socio-emotional SEN. Better quality and more effective ECEC reduced risk of cognitive SEN at 5, 11, and 16 years of age, with similar results for socio-emotional SEN. The discussion considers the consistency of the association between children’s ECEC experience and risk for SEN, which is found for alternative measures of ECEC, quality derived from observations and effectiveness derived from progress in child outcomes. These different sources for the ECEC measures add credibility to the results. Also the implications for policy and practice are discussed including the recommendation for universal provision of high quality ECEC and ensuring that the most at-risk populations receive the best ECEC available.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44591993","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}

{"title":"Assessing Inclusion Quality","authors":"Tricia van Rhijn, Kimberly Maich, D. Lero, S. Irwin","doi":"10.5206/EEI.V29I3.9389","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9389","url":null,"abstract":"Recent advances in policy development and professional practice in the field of early learning and child care have led to the expectation that it is appropriate and advantageous to include children with disabilities and extra support needs in early child care and learning programs. Yet, to date, evidence-based research on the effects of experiences in inclusive programs has been hampered by the lack of appropriate measures to assess inclusion quality that are reliable, valid, and relatively easy to administer. The purpose of the current study was to examine a newer measure, the SpeciaLink Early Childhood Inclusion Quality Scale (SECIQS), using data from 588 classrooms in child care centres and preschool programs across Canada. Through examination of inter-item consistency and reliability, along with exploratory and confirmatory factor analyses, evidence is provided for the utility and reliability of the measure. In addition, the validity of using both subscales is supported. Implications for policy and practice include recommending the use of all items in the SECIQS and scoring for all three factors in research studies. Further, separate subscale scores for the Inclusion Principles and Inclusion Practices subscales are recommended as useful for centre assessments, quality improvement initiatives, and for educating the field about the contributors to inclusion effectiveness.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46047312","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}

{"title":"Linking Quality Early Child Education and Special Education Needs","authors":"Gabrielle Young, D. Philpott, J. Bertrand, K. McCuaig","doi":"10.5206/eei.v29i3.9383","DOIUrl":"https://doi.org/10.5206/eei.v29i3.9383","url":null,"abstract":"This article introduces the special issue: Linking Quality Early Child Education and Special Education Needs.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43564293","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}

{"title":"Co-constructed Pedagogical Documentation in Early Learning Settings","authors":"C. McLean","doi":"10.5206/EEI.V29I3.9390","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9390","url":null,"abstract":"In this study, parents were asked for their thoughts on the documentation provided to them by early childhood educators (ECEs), which focused on their young children’s learning experiences in early learning settings. Forty-five parents completed questionnaires focusing on their understandings and experiences with documentation. Seven parents were interviewed at the beginning and the end of the six-month research period. All parents stated that pedagogical documentation contributed to their understanding of how their children learned through play, saying that, among other things, it provided insight into “the mystery that is my child’s day” (parent participant). This was true, as well, for the parents who had children with a diagnosed or suspected disability. Although parents saw pedagogical documentation as adding value to their experience as parents of children in an early learning setting, they noted several challenges in accessing this documentation. This article explores pedagogical documentation from a parents’ perspective, with an emphasis on how the process of accessing documentation has the potential to build relationships between parent and educator and parent and child. The implication that this has for the successful transition of children from early learning settings into school settings is explored.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45949685","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}

{"title":"Transitioning Work of Families","authors":"K. Underwood, E. Frankel, Gillian Parekh, M. Janus","doi":"10.5206/EEI.V29I3.9391","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9391","url":null,"abstract":"This study examines transitions to school from the standpoint of the work of families. We identify systemic differences constructed through state responses to childhood disability. Based on data from a longitudinal institutional ethnography conducted in Ontario, Canada, these differences illuminate the ways in which ability and disability are constructed in early childhood, and how these constructs are reinforced through procedures, policies, and documentation. Ultimately, we identify five key phenomena in the study: implicit messages of exclusion, the work of families, the supremacy of labels, a fallacy of choice, and the flexibility of institutions to adapt for children. These findings are taken up in the context of broader discourses of school readiness and transition to school with the intention of expanding our conversation about transitions. Researchers and advocates in early childhood education, care, and intervention have long held that positive child outcomes require that services for young children and families be comprehensive, inclusive, integrated, and family-centered (Bricker, Xie, & Bohjanen, 2018). Yet, many early childhood and kindergarten programs are excluding children from important sites of social, cultural, and community participation. Of particular interest to researchers has been the transition from early years services into school kindergarten programs. Transitions into kindergarten happen at an important developmental time in Underwood, Frankel, Parekh, & Janus 136 Exceptionality Education International, 2019, Vol. 29, No. 3 children’s lives, and research shows that children’s development at school entry can be directly linked to later school outcomes (Brownell et al., 2016; Caspe, Lopez, & Chattrabhuti, 2015; Janus, Labonté, Kirkpatrick, Davies, & Duku, 2017). This research is translating into international interest in early years programs and the potential to impact inequality through early intervention and inclusive early childhood services (Lombardi, 2018; The Lancet, 2016; Wertlieb, 2018; World Health Organisation, 2018). We hypothesize that the transition to school provides an opportunity to understand the power that institutions hold over children and their families, particularly for children who are perceived to have development outside of what is conceived as a normal or typical developmental trajectory. This article presents findings about transitions to kindergarten, gleaned from the Inclusive Early Childhood Service System (IECSS) project, a Canadian longitudinal investigation, which seeks to understand broader social responses to disability through mapping institutional interactions from the standpoint of families. In this article, we examine institutional practice in early childhood and kindergarten programs and the transitions between these two state-organized stages of life. We argue that these institutional procedures illuminate important sites of power and dominant ways of thinking about disability that","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43399655","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}