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Rock out the Rubric: Self-Regulated Strategy Development to Revise Science Writing 摇滚出规则:自我调节策略发展修改科学写作
Teaching Exceptional Children Pub Date : 2023-10-24 DOI: 10.1177/00400599231185846
Sally Valentino Drew, Jeff D. Thomas, Corey Nagle
{"title":"Rock out the Rubric: Self-Regulated Strategy Development to Revise Science Writing","authors":"Sally Valentino Drew, Jeff D. Thomas, Corey Nagle","doi":"10.1177/00400599231185846","DOIUrl":"https://doi.org/10.1177/00400599231185846","url":null,"abstract":"Co-teaching teams of special educators and science educators can collaboratively plan and implement the Rock Out the Rubric revising strategy to improve students’ writing in science class. The strategy is implemented as part of the evidence-based writing practice of Self-regulated Strategy Development (SRSD). In this article, first we describe how secondary students with exceptionalities struggle with discipline-specific elements of writing in science class. Then, we briefly review how teachers can use primary-trait rubrics to develop students’ self-regulation, to monitor students’ progress with writing processes and products, and to focus teacher-student and peer conferences as part of the revising phase of writing-to-learn instruction in inclusive secondary science classrooms. Step-by-step instructions are provided for implementing the Rock Out the Rubric strategy.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273879","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: 0
Supporting Young Exceptional Children’s Mental Health in the Early Childhood Classroom 在幼儿课堂中支持特殊儿童的心理健康
Teaching Exceptional Children Pub Date : 2023-10-12 DOI: 10.1177/00400599231174425
Wu-Ying Hsieh
{"title":"Supporting Young Exceptional Children’s Mental Health in the Early Childhood Classroom","authors":"Wu-Ying Hsieh","doi":"10.1177/00400599231174425","DOIUrl":"https://doi.org/10.1177/00400599231174425","url":null,"abstract":"The mental health of students with disabilities has received increasing attention, yet it is difficult for early childhood teachers to identify young children with mental health issues and access support. Research has shown the lack of timely intervention might cause more serious emotional issues later. The interplay of disability, young age, and mental health issues complicate the teaching of early childhood teachers. The purpose of this article is to highlight the difficulties early childhood teachers are experiencing when a child with special needs requires additional support services for social-emotional and behavioral concerns. Barriers or challenges that exist to accessing mental health services for young children and their families are discussed. Through the use of vignettes, we present six strategies to assist early childhood special education professionals in addressing the mental health needs of young children, including 1) recognizing the warning signs of mental health needs for early identification and intervention, 2) utilizing screening tools to detect a child’s mental health needs, 3) selecting and providing school-based supports, 4) monitoring the child’s response to school-based mental health supports, 5) collaborating with mental health professionals and partnering with families, and 6) securing additional networks and resources to support children with special needs.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135967778","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: 0
Cultural Self-Awareness: An Initial Step in Home-School Partnerships 文化自我意识:家校合作的第一步
Teaching Exceptional Children Pub Date : 2023-10-11 DOI: 10.1177/00400599231188356
Kimberly Bunch-Crump, Sara Beth Hitt
{"title":"Cultural Self-Awareness: An Initial Step in Home-School Partnerships","authors":"Kimberly Bunch-Crump, Sara Beth Hitt","doi":"10.1177/00400599231188356","DOIUrl":"https://doi.org/10.1177/00400599231188356","url":null,"abstract":"The US is becoming progressively diverse and so are our classrooms. Home-school partnerships are essential to supporting diverse learners. It is critical both new and veteran practitioners make intentional efforts to provide culturally proficient practices when building home-school partnerships. Cultural awareness is identified across disciplines as the initial step to being a culturally proficient practitioner (e.g., CCPEP, nd; Randall-David, 1989; SAMHSA, 2014). Self-awareness is an important but often overlooked step in cultural awareness. This article addresses three techniques to increase cultural self-awareness as an initial step to building effective home-school partnerships with diverse families.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136099273","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: 0
In Focus: Policy and Advocacy 聚焦政策与宣传
IF 1
Teaching Exceptional Children Pub Date : 2023-09-01 DOI: 10.1177/00400599221218128
{"title":"In Focus: Policy and Advocacy","authors":"","doi":"10.1177/00400599221218128","DOIUrl":"https://doi.org/10.1177/00400599221218128","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344525","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: 0
Accessibility and Capacity of the Journal 期刊的可读性和容量
IF 1
Teaching Exceptional Children Pub Date : 2023-09-01 DOI: 10.1177/00400599231206598
Kyena E. Cornelius, Shaqwana Freeman‐Green, Pamela Williamson
{"title":"Accessibility and Capacity of the Journal","authors":"Kyena E. Cornelius, Shaqwana Freeman‐Green, Pamela Williamson","doi":"10.1177/00400599231206598","DOIUrl":"https://doi.org/10.1177/00400599231206598","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139344305","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: 0
Implementing Caregiver Coaching in Early Intervention With Families of Children Who Are Deaf or Hard of Hearing 在聋哑儿童家庭早期干预中实施看护人辅导
IF 1
Teaching Exceptional Children Pub Date : 2023-08-09 DOI: 10.1177/00400599231169036
Aleah S. Brock
{"title":"Implementing Caregiver Coaching in Early Intervention With Families of Children Who Are Deaf or Hard of Hearing","authors":"Aleah S. Brock","doi":"10.1177/00400599231169036","DOIUrl":"https://doi.org/10.1177/00400599231169036","url":null,"abstract":"Caregiver coaching is a common component of early intervention services, but providers may be unfamiliar with methods of coaching for families of children who are Deaf or hard of hearing (DHH). This article provides guidance for early interventionists to implement caregiver coaching to facilitate language development in their children who are DHH. While the paper is written mainly for general interventionists who may be less familiar with the special needs of families with children who are DHH, the coaching guidance provided here may also be of value to early intervention providers who routinely serve this population as a model for coaching.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44943339","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: 0
An Intersectional Examination of Economic Hardship and Individualized Education Program Meeting Participation 经济困难和个性化教育项目会议参与的交叉检验
IF 1
Teaching Exceptional Children Pub Date : 2023-08-02 DOI: 10.1177/00144029231184568
Allison R. Lombardi, Graham G. Rifenbark, Ashley Taconet
{"title":"An Intersectional Examination of Economic Hardship and Individualized Education Program Meeting Participation","authors":"Allison R. Lombardi, Graham G. Rifenbark, Ashley Taconet","doi":"10.1177/00144029231184568","DOIUrl":"https://doi.org/10.1177/00144029231184568","url":null,"abstract":"In this preregistered study, we confirmed a transition-planning construct and determined its relationship with an established economic-hardship construct using parent- and youth-reported data from the National Longitudinal Transition Study 2012 and following established quality indicators of preregistered secondary data analyses studies. Transition planning was made up of seven items relevant to individualized education program (IEP) meeting participation. We examined measurement invariance on the basis of disability category and race/ethnicity as well as the intersection of these student characteristics in order to make unbiased group comparisons on key latent parameters. Contrary to our hypotheses, there was no meaningful correlation between transition planning and economic hardship. Moreover, we were unable to establish measurement invariance of transition planning because the item “youth's role in IEP meeting” functioned differently on the basis of disability category. Implications for practice are discussed regarding how decisions about IEP meeting participation are made, by whom and why, and whether evidence-based practices are effectively disseminated. Future research should ensure adequate sampling plans for national survey attempts in order to conduct an in-depth examination based on intersectional student characteristics.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77197073","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: 0
Unpacking and Understanding Specific Learning Disabilities in Mathematics 解析和理解数学中的特殊学习障碍
IF 1
Teaching Exceptional Children Pub Date : 2023-07-07 DOI: 10.1177/00400599231175509
Elizabeth M. Hughes, Bradley Witzel, Jonté A. Myers, Tzu Hsing Lin
{"title":"Unpacking and Understanding Specific Learning Disabilities in Mathematics","authors":"Elizabeth M. Hughes, Bradley Witzel, Jonté A. Myers, Tzu Hsing Lin","doi":"10.1177/00400599231175509","DOIUrl":"https://doi.org/10.1177/00400599231175509","url":null,"abstract":"Mathematical knowledge and skills are critical in the development of students. In this article, we begin to unpack the concept of mathematics disabilities and how they are presented across classrooms. We explain commonly used terms such as, specific learning disability and dyscalculia, and emphasize how students qualify for math support. We provide overview regarding difficulties students encounter with math and how to support student learning.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48742869","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: 0
Making Meaningful Connections: Facilitating Schoolwide Family Engagement With Culturally Diverse Families 建立有意义的联系：促进学校范围内的家庭与文化多样性家庭的互动
IF 1
Teaching Exceptional Children Pub Date : 2023-07-04 DOI: 10.1177/00400599231182048
J. Banks, Cathy D. Kea, M. R. Coleman
{"title":"Making Meaningful Connections: Facilitating Schoolwide Family Engagement With Culturally Diverse Families","authors":"J. Banks, Cathy D. Kea, M. R. Coleman","doi":"10.1177/00400599231182048","DOIUrl":"https://doi.org/10.1177/00400599231182048","url":null,"abstract":"The importance of strong family partnerships has long been considered essential to supporting the success of student with exceptionalities. Research indicates that building school-wide relationships with culturally and linguistically diverse families continues to prove challenges for administrators and other school personnel (Fowler, Coleman, Bogdan, 2019). The Individuals with Disabilities Act (IDEA) and the Every Student Succeeds Act (ESSA) both emphasize the critical importance of family engagement. Due to the national professional standards which undergird special education teacher preparation programs, special educators are uniquely positioned to enhance school-wide family engagement strategies. The focus of this practitioner-based manuscript is to provide building-level school administrators with planning tools to implement culturally responsive family-engagement for families of children with disabilities.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45410559","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: 0
Family Engagement: Developing Relationship-Rich Partnerships With Culturally and Linguistically Diverse Families to Improve Students’ Long-Term Life Outcomes 家庭参与：与文化和语言多样的家庭发展关系丰富的伙伴关系，以提高学生的长期生活成果
IF 1
Teaching Exceptional Children Pub Date : 2023-07-02 DOI: 10.1177/00400599231175187
Cathy D. Kea, Laura Sirgany, Fanica Young
{"title":"Family Engagement: Developing Relationship-Rich Partnerships With Culturally and Linguistically Diverse Families to Improve Students’ Long-Term Life Outcomes","authors":"Cathy D. Kea, Laura Sirgany, Fanica Young","doi":"10.1177/00400599231175187","DOIUrl":"https://doi.org/10.1177/00400599231175187","url":null,"abstract":"In addition to the demographic disparities between educators and students, many preservice general and special education teachers report limited exposure to students from culturally and linguistically diverse (CLD) backgrounds and perceive themselves as ill prepared to address the learning needs of diverse populations of students with and without disabilities. This article provides a pragmatic illustration of how school leadership can build relationship-rich partnerships with families using the four fundamental high-impact family and community engagement strategies (relationships and trust, communication, culture and diversity, and collaboration and partnerships) identified by Hernandez (2020). Actionable steps and examples are offered for facilitating effective collaboration with culturally and linguistically diverse families and those of students with special needs to improve student learning outcomes.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":null,"pages":null},"PeriodicalIF":1.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43876140","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: 0
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