Remedial and Special Education最新文献

Impact of a Comprehensive and Flexible Intervention for Students With Disabilities Experiencing Intensive Literacy Needs 综合灵活干预对有强化读写需求的残疾学生的影响

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-04-10 DOI: 10.1177/07419325261420807

Gregory J. Benner, Keith Smolkowski, Jill Allor, Stephanie Al Otaiba, June L. Preast, Jason W. Small, Stephanie B. Hermecz, Lisa A. Strycker

{"title":"Impact of a Comprehensive and Flexible Intervention for Students With Disabilities Experiencing Intensive Literacy Needs","authors":"Gregory J. Benner, Keith Smolkowski, Jill Allor, Stephanie Al Otaiba, June L. Preast, Jason W. Small, Stephanie B. Hermecz, Lisa A. Strycker","doi":"10.1177/07419325261420807","DOIUrl":"https://doi.org/10.1177/07419325261420807","url":null,"abstract":"Students with disabilities who experience significant early literacy challenges need structured reading instruction. This study documents the initial efficacy of Friends on the Block ( www.friendsontheblock.com ), a comprehensive and flexible program designed for students with intensive early literacy needs. Elementary-age students with disabilities and intensive early literacy needs, including those with intellectual and developmental disabilities, were randomly assigned to either the Friends on the Block intervention group ( n = 31) or the standard business-as-usual instruction group ( n = 31). The analysis revealed statistically and educationally significant differences favoring Friends on the Block on two out of five measures of phonological awareness and all measures of decoding, word reading fluency, and comprehension. Except for one measure of listening comprehension, no differences were found on measures of language or vocabulary. Findings support increased literacy expectations for students with disabilities who require intensive literacy support, including those with intellectual and developmental disabilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"32 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147641397","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

AI Support for Special Education Students Navigating College Pathways in Texas 人工智能支持德克萨斯州特殊教育学生进入大学

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-03-31 DOI: 10.1177/07419325261422377

Han Bum Lee, John Davis, Sharon L. Nichols, Jasmine Victor

引用次数: 0

A Systematic Review of Second Step Social-Emotional Learning in Elementary Schools 小学第二步社会情绪学习的系统回顾

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-03-28 DOI: 10.1177/07419325251413247

David James Royer, Katherine Simeroth Austin, Kathleen Lynne Lane, Paloma Pérez

{"title":"A Systematic Review of Second Step Social-Emotional Learning in Elementary Schools","authors":"David James Royer, Katherine Simeroth Austin, Kathleen Lynne Lane, Paloma Pérez","doi":"10.1177/07419325251413247","DOIUrl":"https://doi.org/10.1177/07419325251413247","url":null,"abstract":"In this systematic literature review we examined evidence for Second Step , a social-emotional learning curriculum implemented as a Tier 1 practice with elementary students. We applied Council for Exceptional Children (CEC) Standards for Evidence-Based Practices in Special Education to evaluate if Second Step elementary could be considered an evidence-based practice. We found 37 studies meeting inclusion criteria, of which 13 met our weighted CEC quality indicator coding criterion (80%) to be considered methodologically sound. Following CEC guidelines, we classified three of 13 studies as having positive effects , while eight had neutral/mixed effects , and two were missing data preventing effect size calculation needed for classification. With three non-randomized group studies demonstrating positive effects and eight studies with neutral/mixed effects , the ratio of positive to neutral/mixed did not meet the minimum criterion of 3:1 or greater, so we placed Second Step elementary into CEC’s mixed evidence category of evidence-based classifications. We then discuss educational implications of these findings and future research directions.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"116 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147524133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Person-Centered Planning for Transition-Aged Youth in Singapore: Lessons in Cultural Adaptation and Implementation 新加坡过渡年龄青年以人为本的规划：文化适应与实施的经验教训

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-03-11 DOI: 10.1177/07419325261418602

Nataly Lim, Delia Kan Dang Dang

引用次数: 0

A Meta-Analysis of Peer-Mediated Social Interventions for Secondary Students With Intellectual and Developmental Disabilities 智力发育障碍中学生同伴社会干预的meta分析

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-01-07 DOI: 10.1177/07419325251409318

Sarah Emily Wilson, Jesse I. Fleming, Olivia S. Jamieson, William J. Therrien

引用次数: 0

A Comprehensive Systematic Review of Targeted Evidence-Based Reviews in Special Education 特殊教育中针对性循证评价的综合系统评价

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-12-27 DOI: 10.1177/07419325251388491

Sara E. C. Cook, Lauren W. Collins, Lysandra Cook, Bryan G. Cook

引用次数: 0

“It’s Like She’s Researching My Brain”: Exploring Children’s Perspectives on Special Education Teaching Quality “就像她在研究我的大脑”：探索儿童对特殊教育教学质量的看法

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-12-16 DOI: 10.1177/07419325251395215

Hannah Morris Mathews, Audrey N. Milam, Florence Bason, María Virginia Giani

引用次数: 0

Reading Development by Language and Disability Status: The Role of Response to Intervention 语言与残疾状况的阅读发展：干预反应的作用

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-12-01 DOI: 10.1177/07419325251393184

Seohyeon Choi, Moon Young Savana Bak, Kristen L. McMaster

{"title":"Reading Development by Language and Disability Status: The Role of Response to Intervention","authors":"Seohyeon Choi, Moon Young Savana Bak, Kristen L. McMaster","doi":"10.1177/07419325251393184","DOIUrl":"https://doi.org/10.1177/07419325251393184","url":null,"abstract":"Understanding reading development requires attention to both student characteristics and school contexts. Using ECLS-K:2011 data, we investigated how language and disability status—and their interaction—relate to reading outcomes from kindergarten through fifth grade; how school-level Response to Intervention (RTI) implementation relates to reading growth; and whether RTI implementation moderates the associations between student characteristics and reading growth. Results showed that multilingual students and students with disabilities began with lower reading scores and exhibited slower growth compared to English-monolingual students and students without disabilities. A significant interaction between language and disability status emerged for linear growth, suggesting a more complex pattern for multilingual students with disabilities. Although RTI alone was not linked to reading growth, it moderated the relations of student characteristics with reading trajectories. These findings highlight the need to consider both student- and school-level factors and to strengthen educational practices that effectively support the diverse and evolving needs of learners.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"152 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145651533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

Examining the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years 自闭症学生2年的IEP目标和数学成绩

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-11-22 DOI: 10.1177/07419325251388083

Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Lamia Bagasrawala, Rebecca Saur

{"title":"Examining the IEP Goals and Mathematical Outcomes of Autistic Students Across 2 Years","authors":"Sarah K. Cox, Courtenay A. Barrett, Goretty Chavez, Lamia Bagasrawala, Rebecca Saur","doi":"10.1177/07419325251388083","DOIUrl":"https://doi.org/10.1177/07419325251388083","url":null,"abstract":"Autistic students’ individualized education programs (IEPs) outline annual goals to address identified needs, such as mathematics. Prior research has suggested that autistic students may need additional support in mathematics, especially in later grades. Thus, the current study examined (a) the relationship between autistic students’ grade-levels and mathematics scores, (b) the content (e.g., focus, repeated) of autistic students’ IEP goals, and (c) the association between mathematics scores on standardized assessments and math-focused IEP goals. The current study analyzed secondary data from 182 autistic students (K-12) from 28 schools, across two school years. Results suggested that as students’ grade-level increased, their mathematics performance decreased. Further, results suggested that on average autistic students had 7 IEP goals, although 50.3% of these goals were repeated from one year to the next. Finally, as mathematics scores decreased, the number of math-focused IEP goals increased. Implications for practice, limitations, and directions for future research are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"21 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145575615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

What Are Special Educators’ Working Conditions? 什么是特殊教育工作者的工作条件？

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2025-11-22 DOI: 10.1177/07419325251388479

Elizabeth Bettini, Nelson Brunsting, Kristen O’Brien, Michelle M. Cumming, Corinne Huggins-Manley, Neslihan Ünlüol Ünal, Kamil Celoch, Katherine Szocik

引用次数: 0