Remedial and Special Education最新文献

Leveraging the Alignment of Reading Comprehension Instruction Across Core and Intervention 利用阅读理解教学跨核心与干预的一致性

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-08-31 DOI: 10.1177/07419325261475475

Elizabeth A. Stevens, Sharon Vaughn

{"title":"Leveraging the Alignment of Reading Comprehension Instruction Across Core and Intervention","authors":"Elizabeth A. Stevens, Sharon Vaughn","doi":"10.1177/07419325261475475","DOIUrl":"https://doi.org/10.1177/07419325261475475","url":null,"abstract":"Scholars have posed several explanations for the limited progress in improving reading comprehension outcomes for students with reading difficulties (RD), including inadequate measurement, the complex nature of reading comprehension, underdeveloped vocabulary and background knowledge, and the lack of theory-informed instruction. We provide another possible explanation: the lack of aligned reading practices across settings. This article describes an approach to aligning reading comprehension practices (e.g., building background knowledge, explicit vocabulary instruction, generating main idea statements) across tiers (i.e., core and intervention), which includes using the same strategies, instructional language, and pacing. This alignment supports students with RD to engage in intentional practice opportunities across reading experiences, thereby supporting generalization, skill transfer, and successful learning from text. We describe prior research on aligning reading comprehension instruction and provide a detailed example of this alignment from Project ALIGN. We conclude by providing considerations for future research and implications for educators.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148877298","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

Navigating Lifespan Transitions: Experiences of Parents of Children With Disabilities 导航生命转变：残疾儿童父母的经历

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-07-18 DOI: 10.1177/07419325261459925

Tammy Ellis-Robinson, Elizabeth Slusarz

{"title":"Navigating Lifespan Transitions: Experiences of Parents of Children With Disabilities","authors":"Tammy Ellis-Robinson, Elizabeth Slusarz","doi":"10.1177/07419325261459925","DOIUrl":"https://doi.org/10.1177/07419325261459925","url":null,"abstract":"Families of children with disabilities possess wisdom to inform and empower one another in the navigation of processes and systems across their child’s lifespan. As members of a culturally and linguistically diverse collaborative transition coalition network, researchers used survey ( n = 27) and interview ( n = 6) data from parents of children with disabilities in one state, analyzed through a mixed methods design to compile authentic information for families of children and adults with disabilities. The aim was to design a parent guidance timeline that is useful and inclusive of culturally and linguistically diverse parents. Though most parents responding and interviewed were white and middle class (45,000–150,000) or affluent (150,000 and up), there were some differences in ease of navigation across the lifespan for people of color as compared to white parents, evident in qualitative survey responses and in the interview. Quantitative data revealed that different supports are more important at different points in the lifespan. Frameworks for the analysis included funds of knowledge and causal agency with an emphasis on empowerment. Qualitative data yielded four themes: shared power , hope and resilience , compliance versus care , and relational capital/assets. The four themes converged to center navigation as an overarching construct connecting parental advice to their experiences. Implications for research and practice to empower families of children with disabilities to navigate systems are discussed, as well as a call to include advice from a more diverse sample.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"37 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148499165","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

Elementary Educators’ Well-Being in Ci3T: Longitudinal Analyses of Experienced Implementers 小学教育工作者的幸福感：经验实施者的纵向分析

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-06-29 DOI: 10.1177/07419325261458754

Kathleen Lynne Lane, Mark Matthew Buckman, Nelson Brunsting, Wendy Peia Oakes, Rebecca Lee Sherod Adams, Kandace Fleming, Nathan Allen Lane, Grant Edmund Allen, David J. Royer, Sandra Chafouleas, Amy Briesch, Matthew B. Aschliman, Allison Bernard, Stacie Williams

{"title":"Elementary Educators’ Well-Being in Ci3T: Longitudinal Analyses of Experienced Implementers","authors":"Kathleen Lynne Lane, Mark Matthew Buckman, Nelson Brunsting, Wendy Peia Oakes, Rebecca Lee Sherod Adams, Kandace Fleming, Nathan Allen Lane, Grant Edmund Allen, David J. Royer, Sandra Chafouleas, Amy Briesch, Matthew B. Aschliman, Allison Bernard, Stacie Williams","doi":"10.1177/07419325261458754","DOIUrl":"https://doi.org/10.1177/07419325261458754","url":null,"abstract":"This study extends prior inquiry examining educators’ well-being in the context of Comprehensive, Integrated, Three-Tiered (Ci3T) models, one type of integrated tiered system. We investigated educators’ well-being (self-efficacy, burnout) and implementation (treatment integrity, social validity) during the post-pandemic era among educators in schools with ≥3 years of Ci3T implementation. Findings indicated consistently high levels of treatment integrity and social validity (>80%) across 2 years. In terms of well-being, educators in this post-pandemic sample were comparable to a pre-pandemic sample of educators implementing Ci3T. Relative to a pre-pandemic comparison sample, educators reported higher and increasing efficacy for instructional strategies and classroom management, as well as lower depersonalization and higher personal accomplishment. Yet educators also reported elevated levels of emotional exhaustion. Results identified individual- and school-level predictors of implementation and efficacy. As with studies of educator well-being in integrated tiered systems prior to the pandemic, fall treatment integrity consistently predicted educators’ spring self-efficacy across domains. Results also showed educators’ fall efficacy for student engagement predicted higher spring treatment integrity, suggesting a reciprocal relationship between constructs.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"76 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148342095","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

Systems Alignment and Integration for Students With Intensive Needs: Considerations for Promoting Sustainable Tiered Systems 有密集需求的学生的系统对齐和整合：促进可持续分层系统的考虑

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-06-25 DOI: 10.1177/07419325261452548

Rebecca Zumeta Edmonds, Brandi Simonsen, Steve Goodman

引用次数: 0

Sensor Technology to Measure Peer and Teacher Proximity in Preschool: Preliminary Findings 传感器技术测量幼儿同伴和教师接近度：初步发现

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-06-25 DOI: 10.1177/07419325261454874

Sarah N. Douglas, Kang Gao, Amit Bhuyan, Hrishikesh Dutta, Chandani Bhandari, Subir Biswas

引用次数: 0

Introducing the Special Issue: Including the Voices of Students With Disabilities in Special Education Research 特刊简介：把残疾学生的声音纳入特殊教育研究

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-06-08 DOI: 10.1177/07419325261454879

Hannah Morris Mathews, Melinda Leko, Zachary Rossetti

引用次数: 0

Speaking With, Not for: Methods for Centering Student Voice in Special Education Research 用，不为：特殊教育研究中集中学生声音的方法

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-06-08 DOI: 10.1177/07419325261454872

Sarah A. Rosati, Zach Rossetti, María Virginia Giani

引用次数: 0

SUSTAINing Special Educators to Serve Students with Emotional/Behavioral Disorders: An Intervention Development Study 维持特殊教育者为有情绪/行为障碍的学生服务：一项干预发展研究

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-05-27 DOI: 10.1177/07419325261442449

Nelson C. Brunsting, Elizabeth Bettini, Michelle M. Cumming, Jennifer Lillis, Corinne Huggins-Manley, Helen Flores, D’Annette Mullen, Roxana Torres, Javier Cresera, Danielle Jeannite

{"title":"SUSTAINing Special Educators to Serve Students with Emotional/Behavioral Disorders: An Intervention Development Study","authors":"Nelson C. Brunsting, Elizabeth Bettini, Michelle M. Cumming, Jennifer Lillis, Corinne Huggins-Manley, Helen Flores, D’Annette Mullen, Roxana Torres, Javier Cresera, Danielle Jeannite","doi":"10.1177/07419325261442449","DOIUrl":"https://doi.org/10.1177/07419325261442449","url":null,"abstract":"Special education teachers’ working conditions are associated with instructional practices, burnout, and retention. As such, working conditions represent a malleable factor which can support a robust special education teacher workforce. To our knowledge, however, there exist no comprehensive interventions designed to both identify challenges for special educators’ working conditions and generate feasible solutions. We provide an overview of the process by which we adapted an existing working conditions intervention for employees in other fields to be relevant for special educators of students with emotional and behavioral disorders, who often report unmanageable workloads. With the goal of informing researchers’ intervention development efforts, we detail our implementation of a design-based research process to guide our rapid iterative development cycles. Through interviews and surveys with constituents, we generated initial answers to our design-based research questions. We provide these findings as well as key takeaways from the iterative design-based research process for intervention development.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"14 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286406","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

Using a Folding-in Intervention and Self-Graphing to Improve Reading Fluency for Students With Disabilities 使用折叠干预和自我绘图提高残疾学生的阅读流畅性

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-05-12 DOI: 10.1177/07419325261442464

Christy F. Conway, Moira Konrad

引用次数: 0

A.J.T. v. Osseo Area Schools: The U.S. Supreme Court and Students With Disabilities A.J.T.诉奥苏地区学校：美国最高法院和残疾学生

IF 2.4 3区教育学

Remedial and Special Education Pub Date : 2026-05-08 DOI: 10.1177/07419325261442441

Mitchell L. Yell, Antonis Katsiyannis, Melissa Hullett

{"title":"A.J.T. v. Osseo Area Schools: The U.S. Supreme Court and Students With Disabilities","authors":"Mitchell L. Yell, Antonis Katsiyannis, Melissa Hullett","doi":"10.1177/07419325261442441","DOIUrl":"https://doi.org/10.1177/07419325261442441","url":null,"abstract":"In April 2025, the U.S. Supreme Court issued a ruling in A.J.T v. Osseo Area Schools , Independent School District No. 279 . The case involved a lawsuit centering on Ava, a teenage girl with a rare form of epilepsy. Her parents alleged the district discriminated against Ava when it refused to appropriately accommodate her unique needs. Because Ava attended school in Minnesota, which is in the jurisdiction of the U.S. Court of Appeals for the Eighth Circuit, her parents had to satisfy the eighth circuit court’s standard requiring that school district personnel had to act on bad faith or use gross misjudgment, before they could prevail in an educational discrimination case. In ruling in favor of the parents, the Supreme Court emphatically held that children with disabilities seeking relief for education-related discrimination do not need to satisfy a more stringent legal test than in other contexts in which plaintiffs sue for discrimination under the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. We discuss the principles of this case and its significant implications regarding the rights of students with disabilities and their parents.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"46 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148291621","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