Exceptionality最新文献_第7页

Applying Prereferral Models Before and After IDEA 2004: Where are We Now? 在2004年IDEA前后应用预推荐模型：我们现在在哪里？

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-22 DOI: 10.1080/09362835.2021.1938053

Areej Alsalamah

{"title":"Applying Prereferral Models Before and After IDEA 2004: Where are We Now?","authors":"Areej Alsalamah","doi":"10.1080/09362835.2021.1938053","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938053","url":null,"abstract":"ABSTRACT The implementation of prereferral models was being discussed in educational literature as early as 1979. Over the past decade, schools in the United States have begun to adopt prereferral models to meet multiple goals, such as reducing inappropriate referrals to special education, supporting students who face academic and behavioral challenges, identifying students with learning disabilities (LDs), and increasing the efficacy of general education teachers in working with all students, including those with disabilities, in general classroom settings. This paper compares the backgrounds, philosophies, and components of different developed prereferral models before and after the reauthorization of the Individual with Disabilities Educational Act (IDEA) of 2004. This discussion divides the emerging prereferral models in educational literature into three main models, two of which – the consultation model and the problem-solving model – were commonly implemented by schools before reauthorization of the IDEA. The third model is the tiered-support model, various forms of which became widespread after the reauthorization of the IDEA in 2004. Current trends and challenges in implementing prereferral models are discussed, and recommendations are made for future research and practices.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"27 - 42"},"PeriodicalIF":1.3,"publicationDate":"2021-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938053","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47970900","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

Veracity in Special Education 特殊教育中的诚信

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-21 DOI: 10.1080/09362835.2021.1938066

J. Kauffman, G. Farkas

引用次数: 3

Finding a Common Voice: Lessons Learned from a Pilot Mental Health Literacy Intervention for Secondary Students with Disabilities 寻找共同的声音：残疾中学生心理健康素养干预试点的经验教训

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-21 DOI: 10.1080/09362835.2021.1938064

J. Sinclair

引用次数: 1

A Call for Support for Refugee Families and Their Children with Disabilities 呼吁支持难民家庭及其残疾儿童

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-21 DOI: 10.1080/09362835.2021.1938059

Nicole B. Adams, R. Santos

引用次数: 2

Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes 研究实施支持对学生在包容性中学课堂上设定的目标的影响

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-21 DOI: 10.1080/09362835.2021.1938056

Sheida K. Raley, K. Shogren, Lashanna Brunson, Stelios Gragoudas, Kelli R. Thomas, Jesse R. Pace

{"title":"Examining the Impact of Implementation Supports on Goals Set by Students in Inclusive, Secondary Classes","authors":"Sheida K. Raley, K. Shogren, Lashanna Brunson, Stelios Gragoudas, Kelli R. Thomas, Jesse R. Pace","doi":"10.1080/09362835.2021.1938056","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938056","url":null,"abstract":"ABSTRACT Implementation supports for teachers can significantly impact the degree to which evidence-based practices are used as intended with secondary students across settings and content areas. The present analysis focused on examining the impact of teacher implementation supports on the goals set by students with and without disabilities engaging in an evidence-based practice designed to promote self-determination, the Self-Determined Learning Model of Instruction (SDLMI), in inclusive, secondary classes. While goal setting is central to SDLMI, there is limited research on the impact of teacher implementation supports (i.e., online only versus online + coaching supports) on the content of the goals students choose using the SDLMI, particularly in inclusive, secondary classrooms where students are learning core content. The findings suggested that the vast majority of goals set by students in inclusive, general education classes focused on academic learning and minimal differences across goals set by students with and without disabilities and across teacher implementation support groups. Implications for practice and research are provided.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"324 - 339"},"PeriodicalIF":1.3,"publicationDate":"2021-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938056","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43100120","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

“If We Could Just Sit down and Talk”: Fathers’ Partnerships with Educational Professionals “如果我们能坐下来谈谈”:父亲与教育专业人士的伙伴关系

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-20 DOI: 10.1080/09362835.2021.1938052

Nadya Pancsofar, Jerry G. Petroff

{"title":"“If We Could Just Sit down and Talk”: Fathers’ Partnerships with Educational Professionals","authors":"Nadya Pancsofar, Jerry G. Petroff","doi":"10.1080/09362835.2021.1938052","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938052","url":null,"abstract":"ABSTRACT Family-professional partnerships are an important predictor of student success for children with and without disabilities. However, little is known about the perspectives of fathers of children with complex disabilities regarding their partnerships with educational professionals. This study presents findings from semi-structured interviews with 15 fathers of children with complex disabilities regarding their partnerships with professionals. Fathers described both challenging and collaborative interactions with the educational professionals working with their children. In challenging interactions, fathers described educational professionals focused on the monetary costs of their child’s educational needs, a struggle to find schools and programs that fit their child’s needs, and educators who were inflexible and unwilling to implement individualized instructional strategies. More positive and collaborative father-professional partnerships were characterized by authentic relationships that responded to the expertise of parents, as well as educators who were flexible and strengths-based in their practice. Fathers offered guidance for how educators could strengthen partnerships with fathers. Findings from this study extend the very limited research on the school involvement experiences of fathers of children with complex disabilities by identifying specific characteristics of positive and negative family-professional interactions for these fathers and highlighting avenues for change in professional practice to strengthen fathers’ school involvement experiences.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"141 - 156"},"PeriodicalIF":1.3,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938052","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47786606","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

Universal Design for Learning in Adapted National-level Digital Mathematics Textbooks for Elementary School Students with Disabilities 国家级残疾小学生数字数学教材的通用学习设计

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-20 DOI: 10.1080/09362835.2021.1938062

Okin Lee, Mikyung Shin

引用次数: 1

Person-centered Transition Planning for Youth on the Autism Spectrum: What are We Still Missing? 自闭症谱系青少年以人为本的过渡规划:我们还缺少什么?

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-20 DOI: 10.1080/09362835.2021.1938065

C. Lee, Jennifer G. Kim

{"title":"Person-centered Transition Planning for Youth on the Autism Spectrum: What are We Still Missing?","authors":"C. Lee, Jennifer G. Kim","doi":"10.1080/09362835.2021.1938065","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938065","url":null,"abstract":"ABSTRACT The person-centered individualized education program (IEP) transition planning has emerged as a primary indicator of quality services, and as a predictor for successful post-school outcomes for transition-age youth with autism spectrum disorders (ASD). However, these person-centered transition practices are not uniformly implemented across the United States. Using a combined Self-Determination Theory and Ecological Systems Theory, we examined the facilitators and barriers of implementing the person-centered transition practices for youth with ASD. We conducted interviews with 21 stakeholders including youth with ASD, parents, and professionals. The current findings indicated that person-centered transition planning practices for youth with ASD showed inconsistencies and areas of need for improvement. Four key factor levels were identified based on a theoretical framework: individual level, microsystem, mesosystem, and exosystem. There were multifaceted and dynamic transactional relationships across multiple individual- and systemic-factors with respect to the person-centered IEP transition planning.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"173 - 186"},"PeriodicalIF":1.3,"publicationDate":"2021-06-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47556431","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: 6

RETRACTED ARTICLE: The Effects of a High-Probability Instruction Sequence with Combined Reinforcers Using a 10s Inter-Instruction Interval among Autistic Children 采用10s教学间隔的高概率强化序列对自闭症儿童的影响

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-20 DOI: 10.1080/09362835.2021.1938058

Bander M. Alotaibi

引用次数: 0

Comparing Concrete and Virtual Manipulatives to Teach Algebra to Middle School Students with Disabilities 比较具体与虚拟教学方法在中学残疾学生代数教学中的应用

IF 1.3 4区教育学

Exceptionality Pub Date : 2021-06-20 DOI: 10.1080/09362835.2021.1938057

Erin K. Bone, Emily C. Bouck, Rajiv Satsangi

引用次数: 2