Exceptionality Education International最新文献_第6页

The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education 全日制幼儿园对特殊教育安置风险幼儿学习成果和自我调节的影响

Exceptionality Education International Pub Date : 2019-12-20 DOI: 10.5206/EEI.V29I3.9386

Janette Pelletier, Ellen Fesseha

{"title":"The Impact of Full-Day Kindergarten on Learning Outcomes and Self-Regulation Among Kindergarten Children at Risk for Placement in Special Education","authors":"Janette Pelletier, Ellen Fesseha","doi":"10.5206/EEI.V29I3.9386","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9386","url":null,"abstract":"Two-year, play-based, full-day kindergarten (FDK) has been shown to have long-term academic and self-regulation benefits for young children. This article addresses the question of whether FDK has particular benefits for children who may be at risk for placement in special education. Participants included 592 kindergarten children in their second year of kindergarten, with an average age of 5 years, 9 months. Parent reports indicated that 56% of the children spoke a language other than English at home. The research design exploited a natural experiment that occurred due to the phasing-in of FDK, creating two groups of children who attended either FDK or half-day kindergarten (HDK). Kindergarten children’s outcomes in vocabulary, reading, writing, mathematics, and self-regulation were used to create two achievement groups based on data cut-points: below average and average to above average. Following a series of binary logistic regression analyses, results showed that HDK children were significantly more likely than FDK children to be in the below average group in the areas of reading, vocabulary, and self- regulation. In fact, results for self-regulation showed that HDK children were three times more likely to fall into the below average group. These results are consistent with our larger study on the longitudinal impact of FDK to Grade 3. The article discusses the importance of play-based learning in fostering self-regulation and providing opportunities for small- group learning in the FDK program. For children who struggle academically, full-day learning through play with the guidance of an educator team may present additional benefits.","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":"42506319","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: 4

Exploring the Impact of Quality Early Child Education on Special Education 探讨优质幼儿教育对特殊教育的影响

Exceptionality Education International Pub Date : 2019-12-20 DOI: 10.5206/EEI.V29I3.9384

Gabrielle Young, D. Philpott, Emily Butler, Kimberly Maich, Sharon Penney

{"title":"Exploring the Impact of Quality Early Child Education on Special Education","authors":"Gabrielle Young, D. Philpott, Emily Butler, Kimberly Maich, Sharon Penney","doi":"10.5206/EEI.V29I3.9384","DOIUrl":"https://doi.org/10.5206/EEI.V29I3.9384","url":null,"abstract":"This article examines the research literature to determine whether the provision of quality early childhood education (ECE) lowers the risk of a child developing special education needs (SEN) and mediates the intensity of support for children with an identified exceptionality. Schools play a crucial role in reducing developmental gaps assessed at school entry, but their success comes with great expense in special education and related costs. Research indicates that ECE could narrow these gaps and better prepare children for success in school, and this realization is slowly being reflected in public policy. Based on our literature review, we describe the benefits of quality ECE in lowering special education expenses. Specific play-based learning pedagogical strategies support all children in optimizing academic progress, language development, social skills, and emotional-behavioural regulation. Professional learning for early childhood educators can build capacity to embed effective pedagogy into daily practice. The provision of quality ECE that makes a difference depends on the knowledge and skills of this workforce.","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":"46985537","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

Using the ICF-CY to Support Inclusive Education in Ghana 利用国际儿童基金会支持加纳的全纳教育

Exceptionality Education International Pub Date : 2019-03-17 DOI: 10.5206/eei.v29i1.7777

Christiana Okyere, Catherine Donnelly, H. Aldersey

引用次数: 0

Exploring Diversity and Nurturing Generativity Through in situ Teacher Education 通过现场教师教育探索多样性和培育代际

Exceptionality Education International Pub Date : 2019-03-17 DOI: 10.5206/EEI.V29I1.7780

Leyton Schnellert, Donna Kozak

引用次数: 2

Compassion Fatigue: The Experiences of Teachers Working with Students with Exceptionalities 同情疲劳:教师处理特殊学生的经验

Exceptionality Education International Pub Date : 2019-03-17 DOI: 10.5206/eei.v29i1.7778

Newsha Ziaian-Ghafari, Derek H. Berg

引用次数: 7

Parental Differential Treatment in Families with a Child with a Developmental Disability 有发育障碍儿童家庭的父母差别待遇

Exceptionality Education International Pub Date : 2019-03-17 DOI: 10.5206/eei.v29i1.7779

M. Truchon, N. Howe

{"title":"Parental Differential Treatment in Families with a Child with a Developmental Disability","authors":"M. Truchon, N. Howe","doi":"10.5206/eei.v29i1.7779","DOIUrl":"https://doi.org/10.5206/eei.v29i1.7779","url":null,"abstract":"Using distributive justice theory as a framework, the purpose of the present mixed methods study was to determine whether parental differential treatment was present and if so, to what degree, in families of children with a developmental disability. Moreover, if present, we examined to what extent parental differential treatment impacted family dynamics. One bilingual (i.e., French-English) family and eight French-speaking families, which were all middle-class families, participated. Mothers, fathers, and siblings who are typically developing were individually questioned during semi-structured interviews and completed the Sibling Inventory of Differential Experiences—Revised questionnaire. Children also completed the Perceived Fairness of Parental Differential Treatment measure. All quantitative data generated by the questionnaires were analyzed descriptively using the SPSS program, whereas interviews were coded using qualitative methods. Specifically, in vivo and axial-thematic coding of the interview data revealed that, according to both parents and children, the degree of parental differential treatment varied across families of children with developmental disabilities; yet, differential treatment was often justified and perceived as necessary by parents and children. These findings provided an overview of struggles and blissful moments that families of children with developmental disabilities may encounter on a daily basis. Implications for practitioners and policy are discussed.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43964031","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

Aligning Elements of the Identification Process: Implications for Hidden Exceptionalities 识别过程的要素对齐:隐藏异常的含义

Exceptionality Education International Pub Date : 2019-01-01 DOI: 10.5206/eei.v29i1.7776

Ian A. Matheson, Kyle Robinson

{"title":"Aligning Elements of the Identification Process: Implications for Hidden Exceptionalities","authors":"Ian A. Matheson, Kyle Robinson","doi":"10.5206/eei.v29i1.7776","DOIUrl":"https://doi.org/10.5206/eei.v29i1.7776","url":null,"abstract":"Students with learning disabilities and other high-incidence hidden exceptionalities (HIHE) can struggle with secondary difficulties including low confidence in their abilities (e.g., Klassen, 2010) along with primary difficulties related to their exceptionality. The purpose of this paper is to highlight the importance of the perspective of individuals with hidden exceptionalities with regard to maladaptive beliefs they can form. Using learning disabilities as a platform for discussing HIHE, we unpack two types of maladaptive beliefs—related to generalizations and mindset—and suggest adaptive alternative beliefs that can promote adaptive behaviour. The focus on maladaptive beliefs draws attention to the identification process, and specifically the types of variables that can influence how well aligned parts of the process are for particular students. We present a framework that contextualizes individual beliefs within the identification process, and what other variables determine alignment of parts within the process. The framework can be used to support educators through the identification process, as well as researchers in providing direction for future research.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664335","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

Preface: Anne Jordan—Robbie Case Memorial Award Winner 前言：安妮•乔丹——罗比•凯斯纪念奖得主

Exceptionality Education International Pub Date : 2018-12-20 DOI: 10.5206/eei.v28i3.7767

N. Hutchinson

引用次数: 0

Exemplary Teachers’ Understandings of Writing Instruction for Students with Disabilities Included in Secondary Language Arts Classes: It’s a Beautiful Struggle 模范教师对中学语言艺术课残疾学生写作教学的理解:这是一场美丽的斗争

Exceptionality Education International Pub Date : 2018-12-20 DOI: 10.5206/eei.v28i3.7775

M. Kiely

{"title":"Exemplary Teachers’ Understandings of Writing Instruction for Students with Disabilities Included in Secondary Language Arts Classes: It’s a Beautiful Struggle","authors":"M. Kiely","doi":"10.5206/eei.v28i3.7775","DOIUrl":"https://doi.org/10.5206/eei.v28i3.7775","url":null,"abstract":"Teaching writing well poses several challenges in today’s diverse classrooms. Despite a growing research base on teaching writing, outcomes for students with disabilities in secondary schools continue to be disappointing. Research in the naturalistic tradition that would help educators understand the knowledge and beliefs that influence teachers’ practice, however, is scarce. Specifically, researchers know little about how exemplary general education teachers, who often have little to no training in special education, think about writing instruction for students with disabilities. To investigate teachers’ understandings and practices for supporting students with disabilities, interviews, observations, and artifacts were analyzed using qualitative methods. Exemplary teachers’ understandings of writing instruction for students with disabilities who are included in 9th- and 10th-grade general education language arts classes included deep and integrated knowledge of content and pedagogy that enabled them to facilitate the students’ progress. Teachers had firm beliefs that (a) students with disabilities could make progress and (b) learning writing was vitally important. Teachers’ understandings of writing instruction for students with disabilities were influenced by their knowledge of content and pedagogy, their beliefs about students and writing, and the contexts within which they worked. Implications include a call for more research about (a) the relationship between teachers’ beliefs and their practices, (b) opportunities to engage in context-embedded professional development, and (c) the amount of time necessary to reflect on, respond to, and deliver meaningful feedback in a sustained dialogue about writing for students with disabilities.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42501152","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

Pre-service Teachers' Beliefs: Impact of Training in Universal Design for Learning 职前教师的信念：通用学习设计培训的影响

Exceptionality Education International Pub Date : 2018-12-20 DOI: 10.5206/EEI.V28I3.7774

Christopher S. Lanterman, Karen Applequist

{"title":"Pre-service Teachers' Beliefs: Impact of Training in Universal Design for Learning","authors":"Christopher S. Lanterman, Karen Applequist","doi":"10.5206/EEI.V28I3.7774","DOIUrl":"https://doi.org/10.5206/EEI.V28I3.7774","url":null,"abstract":"Seventy-seven pre-service teachers enrolled in an introductory special education course completed a questionnaire on their beliefs about learning, teaching, and disability, before and after completing one of two randomly assigned training modules on Universal Design for Learning (UDL). Module A presented UDL as a strategy for meeting the specific needs of students with disabilities in a general education setting. Module B presented UDL as a framework to support all learners in the general education classroom through the creation of communities of learners. The Beliefs About Learning, Teaching, and Disability Questionnaire (BLTDQ) was administered with five subscales rated on a 6-point Likert-type scale that measure pre-service teachers’ beliefs about learning and teaching, as representative of their epistemological beliefs, beliefs about disability (from pathognomonic to interventionist) and the role of the teacher in the general education classroom. Analyses of these results suggest that a significant change toward interventionist beliefs about learning, teaching, and disability occurred for participants who completed either module on UDL. Additionally, a small to moderate, positive relationship was identified between pre-service teachers’ beliefs about disability and their epistemological beliefs, with the strength of this relationship increasing following their training in UDL. These findings suggest that training in UDL can have a powerful and positive impact on pre-service teachers’ interventionist epistemological beliefs and beliefs about disability. Shifts toward interventionist beliefs are more likely to result in teaching practices that are more supportive of students with disabilities in general education classrooms. Implications for teacher preparation and study limitations are also discussed.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48425997","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: 19