Exceptionality Education International最新文献

{"title":"Comparing Service Delivery Models for Children with Developmental Delays in Canada: Adaptive and Maladaptive Behaviours, Parental Perceptions of Stress and of Care","authors":"Ingrid E. Sladeczek, Laura Fontil, N. Miodrag, Anastasia Karagiannakis, Daniel Amar, J. Amos","doi":"10.5206/eei.v27i1.7745","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7745","url":null,"abstract":"This study compares two service delivery models (community-based and centre-based), examining them in light of children’s adaptive and maladaptive behaviours, and parental perceptions of stress and of care. More specifically, parents of 96 children with developmental delays assessed their children’s adaptive and maladaptive behaviours and rated their own perceived levels of stress as well as their perceptions of care from service providers. Findings indicated that children from the community-based sites were perceived as having less severe social skill deficits than those from centre-based sites. Regarding parental stress, mothers from community-based settings reported more challenges with their child’s father than did the mothers from centre-based settings; and fathers from the community-based settings reported more challenges related to their health than did the fathers from the centre-based settings. Regarding care, parents from the centre-based settings had more positive perceptions of care than did parents from the community-based settings. Therefore, in general, parents receiving services within community-based settings reported fewer positive perceptions of care and more challenges than those from centre-based settings. Overall, the results of this investigation can inform future programming for communityand centre-based service delivery systems. More specifically, the findings highlight the important role that family-centred care can play in supporting the needs of children with developmental delays and their families; particularly for families using community-based services.","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664035","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 Comparative Study of Immigrant Children Starting Childcare","authors":"K. Guo","doi":"10.5206/EEI.V27I2.7753","DOIUrl":"https://doi.org/10.5206/EEI.V27I2.7753","url":null,"abstract":"This comparative study investigated the experiences of starting childcare of three immigrant children in three different learning environments in New Zealand. The notion of learning environment was explored as a way of thinking about how different people, places, and approaches to learning have interacted to create a particular site for the children’s beginning experiences in early childhood settings. The study sheds light on multiple perceptions and experiences with regard to immigrant children and their learning. Child observations, child interviews, and teacher and parent interviews were conducted in each child’s setting. Findings suggest that early childhood environments played a critical role in supporting immigrant children’s transition from homes to early childhood centres if they were informed by the principles of familiarity, care, and collaboration. Immigrant children’s motivation to drive their own learning also provoked reflection on education both in New Zealand and other immigrantreceiving countries such as Canada, the United States, and Australia. ISSN 1918-5227 Pages 7293 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Bilingual, Multilingual, and Multicultural Education Commons, and the Early Childhood","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664556","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":"What youths with autism spectrum disorder and their parents want from social competence programs","authors":"Jeffrey MacCormack","doi":"10.5206/eei.v27i1.7749","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7749","url":null,"abstract":"Program designers develop a wide range of intervention programs to address the social challenges faced by children and youth with autism spectrum disorder (ASD) but it is not clear how those programs are perceived by families of youth with ASD and the extent to which those programs are accessed. To explore the perceptions of families of youth with ASD, 12 youths with ASD and 15 of their parents participated in 45–60 minute interviews about social intervention programs and completed the Social Responsiveness Scale, Second Edition. According to the families, the social programs created to help youth with ASD to socialize have not addressed their needs. The adolescents sought programs that provided activities that matched their interests and that were appropriate for their developmental stage. The parents reported that they were frustrated by barriers to service and weaknesses of design, which were obstacles to accessing programs that supported their children’s development. ISSN 1918-5227 Pages 116146 Follow this and additional works at: http://ir.lib.uwo.ca/eei This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Recommended Citation MacCormack, J. W. (2017) What Youths with Autism Spectrum Disorder and Their Parents Want from Social Competence Programs. Exceptionality Education International, 27, 116-146. Retrieved from http://ir.lib.uwo.ca/eei/vol27/iss1/7 Exceptionality Education International 2017, Vol. 27, No. 1, pp. 116–146 ISSN 1918-5227 116 What Youths with Autism Spectrum Disorder and Their Parents Want from Social Competence Programs Jeffrey W. H. MacCormack University of Lethbridge","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663887","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":"Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities.","authors":"H. Elhoweris, Negmeldin Omer Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, M. Alzyoudi","doi":"10.5206/eei.v27i2.7755","DOIUrl":"https://doi.org/10.5206/eei.v27i2.7755","url":null,"abstract":"Reading in Arabic is a vital skill for academic success and progress in the United Arab Emirates (UAE) elementary schools and beyond. However, there is substantial evidence to suggest that a significant number of UAE children in lower elementary grades experience difficulties in reading school-related materials. Research in reading has clearly documented that the lack of phonological awareness skills is a major contributor to reading difficulties. The aims of the present study were to (a) identify phonological awareness deficits among UAE’s struggling firstgrade readers, (b) provide intervention in the area of phonological awareness deficits through direct training, (c) determine whether phonological awareness direct training significantly increases phonological awareness abilities, and (d) determine the effect of gender on the reading intervention. The results of this study indicate that a direct training intervention program in the UAE positively impacted struggling first-grade readers’ phonological awareness abilities. ISSN 1918-5227 Pages 110124 Acknowledgments This research was supported by a grant from the College of Education, United Arab Emirates University Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Elementary Education Commons, and the Language and Literacy Education Commons Recommended Citation Elhoweris, D., Alsheikh, N., Al Mekhlafi, A., Alhosani, N., & Alzyoudi, M. (2018) Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities. Exceptionality Education International, 27, 110-124. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Cover Page Footnote Acknowledgments This research was supported by a grant from the College of Education, United Arab Emirates University This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss2/6 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 110–124 ISSN 1918-5227 110 Effect of an Arabic Program of Direct Instruction for Phonological Awareness on Phonological Awareness Abilities Hala Elhoweris, Negmeldin Alsheikh, Abdurrahman Al Mekhlafi, Najwa Alhosani, and Mohammed Alzyoudi United Arab Emirates University","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664764","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 Impact of a School Board’s One-to-One iPad Initiative on Equity and Inclusion","authors":"Lori C. Kirkpatrick, H. M. Brown, Michelle Searle, Adrienne E. Sauder, Eric Smiley","doi":"10.5206/eei.v27i2.7751","DOIUrl":"https://doi.org/10.5206/eei.v27i2.7751","url":null,"abstract":"This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways. ISSN 1918-5227 Pages 2653 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Accessibility Commons, Educational Psychology Commons, and the Special Education and","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663894","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":"Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions.","authors":"Kathryn D. Hansen, Debra Dawson, Jacqueline Specht","doi":"10.5206/eei.v27i1.7748","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7748","url":null,"abstract":"Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education. ISSN 1918-5227 Pages 99115 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Disability and Equity in Education Commons, and the Higher Education Commons Recommended Citation Hansen, K. D., Dawson, D. L., & Specht, J. A. (2017) Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions. Exceptionality Education International, 27, 99-115. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/6 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2017, Vol. 27, No. 1, pp. 99–115 ISSN 1918-5227 99 Faculty Preparedness to Teach Students with Learning Disabilities: Developing an Instrument to Assess Faculty Perceptions Kathryn D. Hansen, Debra L. Dawson, Jacqueline A. Specht University of Western Ontario Abstract Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easyto-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664199","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":"School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI","authors":"A. Glang, M. McCart, Christabelle L. Moore, S. Davies","doi":"10.5206/eei.v27i2.7754","DOIUrl":"https://doi.org/10.5206/eei.v27i2.7754","url":null,"abstract":"Approximately 145,000 U.S. children experience lasting effects of traumatic brain injury (TBI) that manifest in social, behavioural, physical, and cognitive challenges in the school setting. School psychologists have an essential role in identifying students who need support and in determining eligibility under the Individuals with Disabilities Education Act. The purpose of this study was to assess the knowledge and perception of abilities related to TBI in a sample of school psychologists currently working in public schools. We surveyed school psychologists and found persistently low levels of knowledge and of perceived preparedness to work with these students. School psychologists with more experience working with students with TBI rated themselves significantly higher on their perceived ability to perform nearly all key duties of a school psychologist. To meet the academic and behavioural needs of students with TBI, all school psychologists need effective training in working with and evaluating students with TBI. ISSN 1918-5227 Pages 94109 This work was supported in part by grant #H133B090010 made by the National Institute on Disability and Rehabilitation Research to the Cincinnati Children’s Hospital Medical Center and the University of Oregon. The authors thank Elizabeth Backus, Laura Beck, and Jeff Gau for their assistance in the preparation of this manuscript. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Other Teacher Education and Professional Development Commons Recommended Citation Glang, A. E., McCart, M., Moore, C. L., & Davies, S. (2018) School Psychologists’ Knowledge and SelfEfficacy in Working with Students with TBI. Exceptionality Education International, 27, 94-109. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/5 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI Cover Page Footnote This work was supported in part by grant #H133B090010 made by the National Institute on Disability and Rehabilitation Research to the Cincinnati Children’s Hospital Medical Center and the University of Oregon. The authors thank Elizabeth Backus, Laura Beck, and Jeff Gau for their assistance in the preparation of this manuscript. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss2/5 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 94–109 ISSN 1918-5227 94 School Psychologists’ Knowledge and Self-Efficacy in Working with Students with TBI Ann E. Glang, Melissa McCart, & Christabelle L. Moore University of Oregon Susan Davies University of Dayton Abstract Approximately 145,000 U.S. children experience lasting effects of traumatic b","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664571","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":"Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools","authors":"Lora Lee Smith Canter, Laura King, Jennifer Williams, Debbie Metcalf, Katheryne Rhys Myrick Potts","doi":"10.5206/eei.v27i1.7743","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7743","url":null,"abstract":"How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century? One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms. ISSN 1918-5227 Pages 116 Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons, Other Education Commons, and the Special Education and Teaching Commons Recommended Citation Smith Canter, L., King, L. H., Williams, J. B., Metcalf, D., & Rhys Myrick Potts, K. (2017) Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools. Exceptionality Education International, 27, 1-16. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/1 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Exceptionality Education International 2017, Vol. 27, No. 1, pp. 1–16 ISSN 1918-5227 1 Evaluating Pedagogy and Practice of Universal Design for Learning in Public Schools Lora Lee Smith Canter, Laura H. King, Jennifer B. Williams, Debbie Metcalf, Katheryne Rhys Myrick Potts East Carolina University","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663954","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":"Authentic Inclusion in Two Secondary Schools: \"It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.\"","authors":"S. Thompson, V. Timmons","doi":"10.5206/eei.v27i1.7746","DOIUrl":"https://doi.org/10.5206/eei.v27i1.7746","url":null,"abstract":"Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semistructured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities. ISSN 1918-5227 Pages 6284 Funding This study was supported by Social Sciences and Humanities Research Council of Canada, Community-University Research Alliance under Grant number 833–08–1012, and the Saskatchewan Ministry of Social Services. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Disability and Equity in Education Commons Recommended Citation Thompson, S., & Timmons, V. (2017) Authentic Inclusion in Two Secondary Schools: \"It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.\". Exceptionality Education International, 27, 62-84. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss1/4 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Authentic Inclusion in Two Secondary Schools: \"It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere.\" Cover Page Footnote Funding This study was supported by Social Sciences and Humanities Research Council of Canada, Community-University Research Alliance under Grant number 833–08–1012, and the Saskatchewan Ministry of Social Services. This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss1/4 Exceptionality Education International 2017, Vol. 27, No. 1, pp. 62–84 ISSN 1918-5227 62 Authentic Inclusion in Two Secondary Schools: “It’s the Full Meal Deal. It’s Not Just in the Class. It’s Everywhere” S. Anthony Thompson, Vianne Timmons University of R","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70664100","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":"Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing","authors":"Deirdre Curle, Janet R. Jamieson, B. Poon, M. Buchanan, N. Norman, A. Zaidman-Zait","doi":"10.5206/eei.v27i2.7752","DOIUrl":"https://doi.org/10.5206/eei.v27i2.7752","url":null,"abstract":"The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early intervention (EI) providers, parents, and teachers before and during the child’s first year of kindergarten. Thematic analysis was used to analyze six sets of parent interviews, preand post-transition, three interviews with EI providers, and three interviews with teachers of the deaf. Participants from each group described factors that facilitated or hindered the transition to school for D/HH children. Findings were interpreted through the framework of ecological systems theory, which indicate that high-intensity transition support and fluid communication facilitated the transition and fostered positive relationships among those involved in the child’s transition to school. ISSN 1918-5227 Pages 5471 This study was supported in part through funding from the Vancouver Coastal Health Authority—Child and Youth Mental Health Services to Janet Jamieson. Follow this and additional works at: https://ir.lib.uwo.ca/eei Part of the Accessibility Commons, Early Childhood Education Commons, Elementary Education Commons, and the Special Education and Teaching Commons Recommended Citation Curle, D., Jamieson, J., Poon, B. T., Buchanan, M., Norman, N., & Zaidman-Zait, A. (2017) Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing. Exceptionality Education International, 27, 54-71. Retrieved from https://ir.lib.uwo.ca/eei/vol27/iss2/3 This Article Open Access after 1 year is brought to you by Scholarship@Western. It has been accepted for inclusion in Exceptionality Education International by an authorized administrator of Scholarship@Western. For more information, please contact jspecht@uwo.ca. Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing Cover Page Footnote This study was supported in part through funding from the Vancouver Coastal Health Authority—Child and Youth Mental Health Services to Janet Jamieson. Authors Deirdre Curle, Janet Jamieson, Brenda T. Poon, Marla Buchanan, Nancy Norman, and Anat Zaidman-Zait This article open access after 1 year is available in Exceptionality Education International: https://ir.lib.uwo.ca/eei/ vol27/iss2/3 Exceptionality Education International 2017, Vol. 27, No. 2, pp. 54–71 ISSN 1918-5227 54 Working Together: Communication Between Stakeholders During the Transition from Early Intervention to School for Children Who Are Deaf or Hard of Hearing Deirdre Curle Washington State Center for Childhood Deafness & Hearing Loss Janet Jamieson, Brenda T. Poon, & Marla Buchanan The University of ","PeriodicalId":38584,"journal":{"name":"Exceptionality Education International","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2017-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"70663976","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}