Exceptionality最新文献_第4页

Family-Professional Partnerships in Low-Resourced Communities: A Systematic Literature Review 低资源社区的家庭-专业伙伴关系:系统文献回顾

4区教育学

Exceptionality Pub Date : 2023-10-08 DOI: 10.1080/09362835.2023.2263598

Amanda N. Johnston, Meghan M. Burke

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引用次数: 0

The Impact of a School-University Partnership Model on Preservice Teacher Outcomes: Developing Future Special Educators 学校-大学合作模式对保护教师成果的影响：培养未来的特殊教育工作者

IF 1.3 4区教育学

Exceptionality Pub Date : 2023-04-20 DOI: 10.1080/09362835.2023.2203929

S. E. Goldman, Nanho Vander Hart

{"title":"The Impact of a School-University Partnership Model on Preservice Teacher Outcomes: Developing Future Special Educators","authors":"S. E. Goldman, Nanho Vander Hart","doi":"10.1080/09362835.2023.2203929","DOIUrl":"https://doi.org/10.1080/09362835.2023.2203929","url":null,"abstract":"ABSTRACT Solutions for the special education teacher shortage typically focus on the retention of inservice teachers. A different approach starts earlier, focusing on preservice teachers who are developing their skillsets and determining their field of interest. Using Social Cognitive Career Theory as a framework, we examined preservice teachers’ special education career-related outcomes. In this pilot study, we evaluated the effect of a school-university partnership compared to a typical introduction to special education course. Using a quasi-experimental design, 77 participants completed pre- and post-measures on their special education: (a) perceived knowledge and comfort, (b) teaching efficacy, (c) career outcome expectations, (d) interest, and (e) career intentions. Results of paired t-tests showed that participants in both groups improved significantly in their perceived special education knowledge, confidence, and self-efficacy, with larger effect sizes for the partnership group. Analysis of Covariance (ANCOVA) showed higher posttest scores in special education self-efficacy, interest, and intentions for those in the partnership group. Themes from participants’ open-ended responses mirrored quantitative findings. Implications from this pilot study for research, practice, and policy are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42589237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Enacting the Social-Relations Approach: A Relational Framework for Inclusive Early Childhood Education 制定社会关系法：包容性幼儿教育的关系框架

IF 1.3 4区教育学

Exceptionality Pub Date : 2023-03-29 DOI: 10.1080/09362835.2023.2196425

Chelsea W. Morgan, Gregory A. Cheatham, S. Lim, Jennifer M. Amilivia, Jose R. Martinez

引用次数: 0

The Effects of Four Multimedia Writing Strategy Programs on Secondary Students’ Sentence, Paragraph, and Theme Writing 四种多媒体写作策略对中学生句子、段落和主题写作的影响

IF 1.3 4区教育学

Exceptionality Pub Date : 2023-03-08 DOI: 10.1080/09362835.2023.2174985

J. B. Schumaker

引用次数: 0

“Be Prepared to Fight Like Hell”: Parent Advice for IEP Meetings “准备好像地狱一样战斗”：IEP会议的家长建议

IF 1.3 4区教育学

Exceptionality Pub Date : 2023-02-28 DOI: 10.1080/09362835.2023.2184819

K. Sanderson

引用次数: 1

Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development 通过自我调节策略发展提高包容性和语言多样性小学课堂的信息性写作

IF 1.3 4区教育学

Exceptionality Pub Date : 2023-02-09 DOI: 10.1080/09362835.2023.2174119

Amber B. Ray, Caroline Torres, Yucheng Cao

{"title":"Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development","authors":"Amber B. Ray, Caroline Torres, Yucheng Cao","doi":"10.1080/09362835.2023.2174119","DOIUrl":"https://doi.org/10.1080/09362835.2023.2174119","url":null,"abstract":"ABSTRACT Developing informative writing skills at the elementary level is critical for long-term academic and personal success. This study investigated impacts of a schoolwide implementation of Self-Regulated Strategy Development (SRSD) in inclusive classes to improve elementary students’ informative writing and teachers’ efficacy and perceptions of teaching SRSD for writing. Eighteen kindergarten through fifth-grade teachers participated in professional development and implemented SRSD with 276 students. Multilevel modeling was used to examine how students’ improvement in writing performance varied by their gender, classification (general education – receiving no additional services, receiving special education services, English Learners [ELs], and special education and EL), and number of lessons received. Student writing was scored for genre elements, holistic quality, total words written, and transition words. Results demonstrate that students in all grades improved on all measures. Gain scores of informative genre elements, holistic quality, and transition words remained significant even after controlling for student gender, classification, and the number of lessons received. In addition, teachers reported feeling more confident and skillful in teaching writing through SRSD.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-Contained Special Educators’ Perceptions toward Including Students with Significant Cognitive Disabilities in General Education Classes 独立的特殊教育者对将有显著认知障碍的学生纳入通识教育课堂的看法

IF 1.3 4区教育学

Exceptionality Pub Date : 2023-02-05 DOI: 10.1080/09362835.2023.2171418

O. Coleman, J. Mcdonnell, Jessica A. Bowman, Carrie Eichelberger, Joanna Ryan, L. Conradi

{"title":"Self-Contained Special Educators’ Perceptions toward Including Students with Significant Cognitive Disabilities in General Education Classes","authors":"O. Coleman, J. Mcdonnell, Jessica A. Bowman, Carrie Eichelberger, Joanna Ryan, L. Conradi","doi":"10.1080/09362835.2023.2171418","DOIUrl":"https://doi.org/10.1080/09362835.2023.2171418","url":null,"abstract":"ABSTRACT Teachers’ perceptions play a critical role in defining and giving meaning to new initiatives and policies in schools. However, very little is known about the perceptions of self-contained special educators responsible for students with significant cognitive disabilities (SCD) pertaining to the inclusion of students with SCD in general education classes and how those perceptions impact educational programming. In this qualitative study, the authors conducted semi-structured interviews with 21 special educators responsible for students with SCD who taught in self-contained classes within traditional public schools. The interview was designed to explore special educators’ perceptions pertaining to including students with SCD in general education classes and possible personal and environmental factors that may influence their perceptions. The findings suggest that self-contained special educators responsible for students with SCD are tentatively supportive of including their students in general education classes. However, several factors (e.g., lack of support, student abilities and skills, general educator attitudes) and reservations appeared to impact special educators’ decision-making pertaining to including their students with SCD in general education classes.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43084937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Specially Designed Instruction: Operationalizing the Delivery of Special Education Services 特别设计的教学:特殊教育服务的实施

IF 1.3 4区教育学

Exceptionality Pub Date : 2022-12-16 DOI: 10.1080/09362835.2022.2158087

Kristin L. Sayeski, Emily A. Reno, Jillian M. Thoele

引用次数: 0

Parent’s Post-School Goal Expectations for English Learners with Disabilities 家长对英语障碍学习者的毕业后目标期望

IF 1.3 4区教育学

Exceptionality Pub Date : 2022-12-12 DOI: 10.1080/09362835.2022.2156868

Yi-Chen Wu, M. Thurlow, David R. Johnson

引用次数: 0

Legal Requirements for Progress Monitoring Under the IDEA: What Do the Courts Say? IDEA下进度监控的法律要求：法院怎么说？

IF 1.3 4区教育学

Exceptionality Pub Date : 2022-10-20 DOI: 10.1080/09362835.2022.2134868

P. Zirkel

{"title":"Legal Requirements for Progress Monitoring Under the IDEA: What Do the Courts Say?","authors":"P. Zirkel","doi":"10.1080/09362835.2022.2134868","DOIUrl":"https://doi.org/10.1080/09362835.2022.2134868","url":null,"abstract":"ABSTRACT The special education literature has included a continuing line of articles and chapters that have translated for practitioners the legal meaning of the progress monitoring provisions in the successive versions of the Individuals with Disabilities Education Act (IDEA). This article examines this line of publications in light of the language of the applicable statutory framework and the parallel line of judicial rulings specific to progress monitoring under the IDEA. These judicial rulings, which are the centerpiece of this analysis and which span the period from 1990 to 2021, form a continuous and consistent pattern that is severely discrepant with the characterization in the publications to date. For example, in these progress-monitoring rulings, the courts have applied the relatively relaxed analyses of either the procedural or implementation – not the substantive – category of the IDEA’s “free appropriate public education” (FAPE) obligation. Similarly, rather than treating progress monitoring as an “absolutely essential” priority for IEPs based on objective measures and high frequency, the vast majority of the rulings have been in favor of districts despite evidence of progress monitoring provisions that are either entirely absent in the IEP or do not meet such rigorous standards. Consequently, based on overlapping criteria of completeness, accuracy, and transparency, the conclusion is that the legal quality of these special education publications warrants improvement to be commensurate with their impressive level of legal quantity. The suggested improvements include not only clear differentiation between, but also a solid foundation for, legal requirements and professional recommendations. Their purpose is not just monitoring but achieving meaningful progress in the legal literacy and professional practice in educating students with disabilities.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"297 - 309"},"PeriodicalIF":1.3,"publicationDate":"2022-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45242249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1