发布求助
文献互助 智能选刊 最新文献

Remedial and Special Education最新文献

筛选
英文 中文
“Comfortability Comes From Seeing People Like You in Positions of Power”: Experiences of Special Education Teachers of Color
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-12-21 DOI: 10.1177/07419325241305589
Naima Bhana-Lopez, Jordan M. Lukins, Mary Rose Sallese, Elyse Calhoun
{"title":"“Comfortability Comes From Seeing People Like You in Positions of Power”: Experiences of Special Education Teachers of Color","authors":"Naima Bhana-Lopez, Jordan M. Lukins, Mary Rose Sallese, Elyse Calhoun","doi":"10.1177/07419325241305589","DOIUrl":"https://doi.org/10.1177/07419325241305589","url":null,"abstract":"Recruiting and retaining special education teachers, particularly those from historically underrepresented communities, is essential for addressing the ongoing lack of representation in the field and the issues related to the disproportionate representation of students. This qualitative study builds on Scott and Alexander’s prior research investigating motivating factors for pre-service and in-service teachers joining special education, valued aspects of teacher preparation programs, and recruitment and retention influences. Using a constructivist framework, we conducted a thematic analysis of 15 participant interviews. Thirty-one themes were identified, highlighting personal connections, practicality, representation, and financial aid as key considerations for attracting and keeping teachers of color in special education. The findings emphasize the importance of these factors for teacher-preparation programs and districts aiming to enhance the presence and longevity of diverse special education teachers. Implications and future directions are also discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"22 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142869935","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
Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-12-09 DOI: 10.1177/07419325241302408
Wendy Cavendish, Kele Stewart, Nastasia Schreiner, Deborah Perez
{"title":"Self-Regulation and High School Graduation for Youth With and Without Disabilities in Foster Care","authors":"Wendy Cavendish, Kele Stewart, Nastasia Schreiner, Deborah Perez","doi":"10.1177/07419325241302408","DOIUrl":"https://doi.org/10.1177/07419325241302408","url":null,"abstract":"High school graduation rates for youth in foster care are disproportionally low. The purpose of this study was to examine the relationship between self-regulation and high school graduation trajectory for foster youth with and without disabilities. Approximately 54% of the 37 youth in this study were on-track for on time high school graduation, although youth with disabilities were significantly less likely to be on track for graduation. Importantly, higher self-regulation skill increased the likelihood that all foster youth (with and without disabilities) were on track for graduation. Implications for school-based youth supports are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"48 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-12-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142796882","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
Racial and Gender Bias in School Psychologists’ Special Education Classification Considerations 学校心理学家在特殊教育分类考虑中的种族和性别偏见
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-11-22 DOI: 10.1177/07419325241297341
Megan E. Golson, Jac’lyn Bera, Jiwon Kim, Shayna Williams, Maryellen Brunson McClain, Sarah E. Schwartz, Bryn Harris, Amanda L. Sullivan
{"title":"Racial and Gender Bias in School Psychologists’ Special Education Classification Considerations","authors":"Megan E. Golson, Jac’lyn Bera, Jiwon Kim, Shayna Williams, Maryellen Brunson McClain, Sarah E. Schwartz, Bryn Harris, Amanda L. Sullivan","doi":"10.1177/07419325241297341","DOIUrl":"https://doi.org/10.1177/07419325241297341","url":null,"abstract":"For minoritized groups that disproportionately face insufficient access to clinical services, schools are often the most accessible means for formal evaluation and intervention for a range of disabilities. However, the long history of racial and gender disproportionality in special education necessitates a greater understanding of factors contributing to inaccurate identification. The current study employed a multilevel modeling framework to evaluate the influence of student race, ethnicity, and gender on school psychologists’ ( N = 229) initial special education eligibility considerations and associated confidence. The model revealed a significant four-way interaction between student race/ethnicity, student gender, participant confidence, and eligibility categories on participant likelihood ratings. These results may provide insight into the causes of the nationally documented identification disparities in schools and inform practices to reduce them. School psychologists should regularly reflect on their decision-making and work to reduce the effects of their potential biases in special education identification.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"46 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690827","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
Life After High School: The Employment Experiences of Autistic Young Adults 高中毕业后的生活：自闭症青少年的就业经历
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-11-06 DOI: 10.1177/07419325241289534
Bonnie R. Kraemer, Lindsay F. Rentschler, Brianne Tomaszewski, Nancy McIntyre, Leann Dawalt, Kara A. Hume
{"title":"Life After High School: The Employment Experiences of Autistic Young Adults","authors":"Bonnie R. Kraemer, Lindsay F. Rentschler, Brianne Tomaszewski, Nancy McIntyre, Leann Dawalt, Kara A. Hume","doi":"10.1177/07419325241289534","DOIUrl":"https://doi.org/10.1177/07419325241289534","url":null,"abstract":"The present study examined the employment landscape for 129 autistic young adults. Data were collected over multiple waves including high school and early adulthood. Parents participated in interviews and responded to questions regarding young adult employment outcomes, on-the-job supports, job match, and overall job satisfaction. The predictive relationship between in-school variables and employment outcomes was examined. Findings indicate over 50% of the sample had at least one job working independently in the community for pay. Parents reported the need for both formal and informal support to both obtain and sustain employment. Over half of the parents reported that the young adult’s job was aligned with their interests/strengths and that the young adult was satisfied. Predictive analyses indicated a relationship between work-based learning experiences in high school and general education involvement during high school and later paid employment in adulthood. Future research, limitations, and implications for practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"94 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142594743","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
Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases What Works Clearinghouse Guidelines 对单一案例设计的影响：空培训阶段调查
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-10-30 DOI: 10.1177/07419325241287935
Derek B. Rodgers, Seth A. King
{"title":"Implications of What Works Clearinghouse Guidelines on Single-Case Design: An Investigation of Empty Training Phases","authors":"Derek B. Rodgers, Seth A. King","doi":"10.1177/07419325241287935","DOIUrl":"https://doi.org/10.1177/07419325241287935","url":null,"abstract":"The What Works Clearinghouse quality standards provide guidance regarding studies capable of supporting evidence-based practices. Standards concerning single-case designs have been extensively revised to accommodate new evaluation methods, such as the design comparable effect size. These designs often omit data in which children and other participants receive training. Recently, the What Works Clearinghouse suggested studies with such “empty training phases” do not meet minimum standards of evidence. However, evidence regarding the effect of empty training phases on results is limited. This study used a subset of single-case design data from a recent meta-analysis to simulate studies with empty training phases. We calculated design-comparable effect sizes, evaluated differences between simulated and unsimulated data, and conducted random effects meta-analyses. Effects of simulated studies with artificially designed empty training phases were nearly four times as large as effects of the original, unaltered data. Guidance for intervention researchers follows a description of findings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142555896","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
Grade Retention: The Role of Speech and Language Disorders, Race and Ethnicity, Sex, Socioeconomic Status, Special Education, and Bilingualism 留级：言语和语言障碍、种族和民族、性别、社会经济地位、特殊教育和双语的作用
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-09-28 DOI: 10.1177/07419325241274574
Ai Leen Choo, Caleb J. King, Brian Barger
{"title":"Grade Retention: The Role of Speech and Language Disorders, Race and Ethnicity, Sex, Socioeconomic Status, Special Education, and Bilingualism","authors":"Ai Leen Choo, Caleb J. King, Brian Barger","doi":"10.1177/07419325241274574","DOIUrl":"https://doi.org/10.1177/07419325241274574","url":null,"abstract":"The odds of grade retention for children with speech or language disorders were assessed using data from the National Survey of Children’s Health (NSCH), a nationally representative and cross-sectional survey of U.S. children from 2016 to 2021. Various demographic, social, and education variables were also examined to confirm prior findings with a large national cohort. Results indicate higher odds of retention for children who were identified with speech and language disorders, from marginalized racial and ethnic groups, boys, from lower socioeconomic households, and in special education. Bilingual children had lower odds of retention. Teachers and speech-language pathologists need to recognize that the odds of grade retention and related outcomes, such as not completing high school, could be compounded for children with speech and language disorders.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"108 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328622","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
Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement 我有归属感吗？特殊教育、校内停学、归属感和参与之间的关系
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-09-17 DOI: 10.1177/07419325241277884
Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz
{"title":"Do I Belong Yet? The Relationship Between Special Education, In-School Suspension, Belonging, and Engagement","authors":"Mary C. Cunningham, Logan McDermott, Rebecca A. Cruz","doi":"10.1177/07419325241277884","DOIUrl":"https://doi.org/10.1177/07419325241277884","url":null,"abstract":"Students receiving special education services are disproportionately subjected to exclusionary discipline compared to their nondisabled peers. They also report feeling less connected and engaged at school, which is associated with exclusionary discipline experiences. Using data from the High School Longitudinal Study (2009), we examined the relationship between special education, in-school suspension, school belonging, and school engagement. In line with past research, we found that students who received special education services were at a higher risk of in-school suspension than their general education peers. Students with higher levels of school engagement were at a lower risk of receiving in-school suspension, regardless of special education services. However, higher levels of school belonging were associated with more suspensions for those receiving special education, while the inverse was true for nonspecial education students. Additional research is needed to understand this unique relationship and its implications for discipline and the school experiences of students with dis/abilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"471 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142236838","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
Participation in Social and Leisure Activities After High School for Autistic Young Adults 自闭症青少年高中毕业后参与社交和休闲活动的情况
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-09-14 DOI: 10.1177/07419325241277094
Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer
{"title":"Participation in Social and Leisure Activities After High School for Autistic Young Adults","authors":"Jessica R. Steinbrenner, Samuel L. Odom, Laura J. Hall, Bonnie Kraemer","doi":"10.1177/07419325241277094","DOIUrl":"https://doi.org/10.1177/07419325241277094","url":null,"abstract":"The transition out of high school brings a myriad of changes including shifts in contexts that impact social and community participation. Previous research indicates that this transition results in disparate social and communication outcomes for autistic young adults compared to their peers. This study includes 170 young adults with autism who participated in follow-up data collection after graduating from U.S. high schools that had participated in a large intervention study. We gathered data from autistic young adults and their parents on social and leisure activity participation, satisfaction, and barriers. We examined data descriptively and looked at differences between sub-groups and changes over time. Results suggest that most autistic young adults are engaged in social activities. There are some differences based on high school programming but no significant differences across gender sub-groups. Research and practice implications are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"4 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142233369","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
Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives 从自闭症青少年的角度看他们对高中毕业后生活的兴趣、计划和希望
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-09-10 DOI: 10.1177/07419325241271377
Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer
{"title":"Interests, Plans, and Hopes for Life After High School From Autistic Young Adults’ Perspectives","authors":"Laura J. Hall, Christopher Brum, Jessica R. Steinbrenner, Kara Hume, Gretchen Grundon, Hannah Spitzer","doi":"10.1177/07419325241271377","DOIUrl":"https://doi.org/10.1177/07419325241271377","url":null,"abstract":"Obtaining the perspectives of autistic young adults is critical for planning educational and service delivery systems focused on the preparation for a high life quality after high school. The perspective and voice of autistic young adults who participated in the Center on Secondary Education for Students with Autism (CSESA) multi-site follow-up study conducted across three states (North Carolina, Wisconsin, and California) are described. Participants who exited high school or were enrolled in a district transition program responded to short-answer items on a Young Adult Questionnaire and Interview ( n = 148) and completed the Adolescent and Young Adult Activity Card Sort (Berg, 2015; n = 150) to address research questions about their current interests, future plans, and perceived barriers to fulfilling future plans using descriptive statistics and coding of interview responses. The young adults report current engagement in leisure activities, and 79% seek a job change and the opportunity to date and engage in a long-term relationship.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"103 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-09-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142166088","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
Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review 在全纳、中级和特殊课堂环境中有效教授有特殊教育需求的学生阅读理解：范围审查
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-30 DOI: 10.1177/07419325241268582
Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs
{"title":"Effectively Teaching Reading Comprehension to Students With Special Educational Needs in Inclusive, Intermediate and Special Classroom Settings: A Scoping Review","authors":"Jolien Delafontaine, Laura Fluyt, Koen Aesaert, Sara Nijs","doi":"10.1177/07419325241268582","DOIUrl":"https://doi.org/10.1177/07419325241268582","url":null,"abstract":"Effective teaching plays a vital role in promoting student learning across various domains, including reading comprehension which is an indispensable skill for all learners but difficult to master for most. Recent studies have shown that the effectiveness of teaching is context-specific, influenced by both student characteristics and the classroom setting. These variations in effectiveness underscore the differential impact of teaching behaviors across classroom settings, so-called contingency effects. Therefore, this scoping review provides a comprehensive overview of the literature on effective teaching focused on improving reading comprehension outcomes for students with special educational needs (SEN). The primary objective is to identify both general and contingency effects, looking specifically at differences in effective teaching between inclusive, intermediate, and special education settings. Teaching behaviors were categorized according to three dimensions of the Great Teaching Toolkit: creating a supportive environment (CSE), maximizing opportunities to learn (MOL), and activating hard thinking (AHT). In total, 20 studies that met the inclusion criteria were reviewed. Most of these studies examined the effect of multiple teaching behaviors on reading comprehension outcomes of students with learning disabilities ( n = 13) in intermediate settings ( n = 10). Overall, many positive effects were found for teaching behaviors classified within the AHT dimension. However, investigating the effectiveness of CSE and MOL, a more nuanced and mixed picture was identified with some studies indicating nonsignificant effects on reading comprehension. Contingency effects were observed for the AHT dimension, favoring intermediate settings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100650","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
下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信