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Remedial and Special Education最新文献

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Service Delivery Models and Outcomes for Students With Disabilities 为残疾学生提供的服务模式和成果
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-28 DOI: 10.1177/07419325241268747
Lindsey Kaler, Jessica Markham, Nathan D. Jones
{"title":"Service Delivery Models and Outcomes for Students With Disabilities","authors":"Lindsey Kaler, Jessica Markham, Nathan D. Jones","doi":"10.1177/07419325241268747","DOIUrl":"https://doi.org/10.1177/07419325241268747","url":null,"abstract":"In this systematic literature review, we examine the corpus of empirical studies in education that use administrative data (i.e., population-level data) to describe and estimate the impacts of service delivery models for specially designed instruction on outcomes for students identified with special education needs. We focus on studies that use quantitative data analysis—either descriptive or causal—to answer questions about the relationship between special education service delivery models and student outcomes. We analyze seven studies, each of which finds a positive relationship between more time spent in general education classrooms and outcomes for students with disabilities (SWDs). In our analysis, we discuss the affordances and limitations of this type of analysis and opportunities for the field to expand data collection and analysis of population-level data in a way that better illuminates the state of special education services, both in the present and longitudinally, for SWDs.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"51 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142089966","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 Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status 研究新特殊教育人员的供应情况：机构特征和营利状况的差异
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-27 DOI: 10.1177/07419325241270044
Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding
{"title":"Examining the Supply of New Special Educators: Variations by Institutional Characteristics and For-Profit Status","authors":"Tuan D. Nguyen, Elizabeth Bettini, Allison F. Gilmour, Christopher Redding","doi":"10.1177/07419325241270044","DOIUrl":"https://doi.org/10.1177/07419325241270044","url":null,"abstract":"U.S. schools have long experienced shortages of special education teachers (SETs), challenging the nation’s capacity to ensure qualified SETs for students eligible for special education services. Addressing SET shortages requires preparation programs supply sufficient numbers of new SETs to meet demand, yet prior research provides few insights into trends in the supply of new SETs. Thus, we examined how the supply of new SETs changed over time in relation to the characteristics of teacher preparation programs. We find decreasing supply of new SETs nationally, primarily driven by reduced supply of new SETs from small colleges. Results suggest the current SET shortage may be connected, in previously undocumented ways, to the broader decline of small- and mid-sized colleges. Finally, findings indicate the nation may be far more dependent on for-profit institutions for supplying new SETs, which has implications for the production of SETs by alternative certification and traditional teacher preparation programs.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084687","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
Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support 在学校实施多层支持系统的背景下衡量小学生的阅读收获
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-27 DOI: 10.1177/07419325241268563
Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff
{"title":"Measuring Elementary Student Reading Gain in the Context of School-Implemented Multitiered Systems of Support","authors":"Stephanie Al Otaiba, Wilhelmina van Dijk, Jennifer Stewart, Ashley A. Edwards, Dayna Russell Freudenthal, Jill Allor, Christopher Schatschneider, Paul Yovanoff","doi":"10.1177/07419325241268563","DOIUrl":"https://doi.org/10.1177/07419325241268563","url":null,"abstract":"There is limited research with mixed results about student reading gains in Grades 1 to 5 within typical school-implemented Response to Intervention (RTI). As part of a larger study, we used school-administered screening data on a widely used computer-adaptive test (Measures of Academic Progress) to describe reading gains across one academic year. We observed relatively faster growth in the first grade than in the later grades. We found stronger growth for students not identified with a disability relative to students with low or high-incidence disabilities or a 504 plan. We explored moderation of gains for students receiving tiered interventions based on administrators’ interviews about RTI implementation. We observed that better ratings of administrators’ articulation about using the evidence-aligned RTI components of progress monitoring, data-based decision-making, and Tier 2 interventions were related to greater gains for students receiving Tier 2 or 3 intervention. We discuss implications, limitations, and directions for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"50 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142084718","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
A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty 针对有数学困难或面临数学困难风险的学生的数学词汇干预措施的系统回顾
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-14 DOI: 10.1177/07419325241265972
Elizabeth A. Stevens, Emily Tanner, Megan H. Mowbray
{"title":"A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty","authors":"Elizabeth A. Stevens, Emily Tanner, Megan H. Mowbray","doi":"10.1177/07419325241265972","DOIUrl":"https://doi.org/10.1177/07419325241265972","url":null,"abstract":"This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed mathematics vocabulary interventions improved students’ vocabulary knowledge, particularly when instruction was explicit with multiple opportunities to practice. Findings were less conclusive on whether improved mathematics vocabulary knowledge led to improved performance on related mathematics content. Results suggest mathematics vocabulary intervention is beneficial for higher-level mathematics reasoning, such as word-problem solving. The seven group design studies received an M rating of at least acceptable for methodological rigor, and one of two single-case studies met What Works Clearinghouse design standards without reservations. We highlight promising instructional practices implemented across studies that resulted in improved vocabulary outcomes.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"51 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141986216","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
The Elusive Meaning of Inclusive Education in Five Countries—and the United States 五个国家和美国全纳教育的模糊含义
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-12 DOI: 10.1177/07419325241268867
Douglas Fuchs
{"title":"The Elusive Meaning of Inclusive Education in Five Countries—and the United States","authors":"Douglas Fuchs","doi":"10.1177/07419325241268867","DOIUrl":"https://doi.org/10.1177/07419325241268867","url":null,"abstract":"In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes among the authors’ descriptions of both progress and challenges as their respective countries try to provide students with disabilities a stronger, more inclusive educational experience. I compare and contrast this effort to efforts in the United States to properly understand and implement an inclusive education that benefits all children and youth with disabilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"20 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141974290","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
Inclusive Special Education: What Do We Mean and What Do We Want? 全纳特殊教育：我们意味着什么，我们想要什么？
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-12 DOI: 10.1177/07419325241268856
Christopher J. Lemons, Sharon Vaughn, Abdulaziz Alsolami
{"title":"Inclusive Special Education: What Do We Mean and What Do We Want?","authors":"Christopher J. Lemons, Sharon Vaughn, Abdulaziz Alsolami","doi":"10.1177/07419325241268856","DOIUrl":"https://doi.org/10.1177/07419325241268856","url":null,"abstract":"The United States will soon recognize the 50<jats:sup>th</jats:sup> anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with improving how the education system might most effectively include students with disabilities, educational leaders in various countries across the globe have been addressing the same question: How can we design inclusive education for students with disabilities that effectively meets their needs? The manuscripts included in this special issue represent five countries—India, Japan, Norway, Saudi Arabia, and South Korea. Each paper presents background on the inclusion of students with disabilities within the focus country and highlights recent advances in and proposes next steps for policy, practice, and research. Collectively, we hope the issue expands readers’ thinking about what special education could be, encourages our community to set specific goals for our next ‘milestone anniversary,’ and ignites conversations about the specific steps we need to accomplish our goals.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"17 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141974303","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
Leveraging Large Administrative Data for Special Education Policy Analysis: Recent Contributions and Future Directions 利用大型行政数据进行特殊教育政策分析：最新贡献与未来方向
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-08-07 DOI: 10.1177/07419325241268858
Allison F. Gilmour, Leanna Stiefel
{"title":"Leveraging Large Administrative Data for Special Education Policy Analysis: Recent Contributions and Future Directions","authors":"Allison F. Gilmour, Leanna Stiefel","doi":"10.1177/07419325241268858","DOIUrl":"https://doi.org/10.1177/07419325241268858","url":null,"abstract":"The purpose of this special issue is to explain the advantages of using administrative data generated by states and school districts for research in special education, illustrate their use in special education policy studies, and encourage more such analyses. In this introduction to the special issue, we define and distinguish large administrative data sets, discuss types of special education policy questions that are appropriate for addressing with administrative data, provide a high-level overview of methods that are commonly used with such data, discuss examples of published analyses that use each method, note some of the limitations to using administrative data, and briefly introduce articles in the special issue.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"21 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141904267","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
A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement 特殊教育倦怠和工作投入的稳定性和预测因素的测量比较
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-31 DOI: 10.1177/07419325241265979
Lisa Ruble, Christopher J. Cormier, John McGrew, David M. Dueber
{"title":"A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement","authors":"Lisa Ruble, Christopher J. Cormier, John McGrew, David M. Dueber","doi":"10.1177/07419325241265979","DOIUrl":"https://doi.org/10.1177/07419325241265979","url":null,"abstract":"Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862102","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
Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings 探索讲西班牙语和英语的家长在参加个性化教育计划会议时的体验差异
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-31 DOI: 10.1177/07419325241267240
Jessica Mercado-Anazagasty, Anacary Ramirez, Laura A. Alba, Austin H. Johnson
{"title":"Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings","authors":"Jessica Mercado-Anazagasty, Anacary Ramirez, Laura A. Alba, Austin H. Johnson","doi":"10.1177/07419325241267240","DOIUrl":"https://doi.org/10.1177/07419325241267240","url":null,"abstract":"This study aimed to explore the experiences of parents ( N = 177; Spanish-speaking and English-speaking parents) of children with disabilities navigating the special education process. This descriptive study collected quantitative and qualitative data through an electronic survey. Results describe Spanish- and English-speaking parent’s experience during Individualized Education Program (IEP) meetings, challenges in attending IEP meetings, special education knowledge, participation during IEP meetings, feelings of discrimination, parental stress, and dissatisfaction with special education services. Spanish-speaking parents reported less special education rights knowledge and feeling more discrimination at IEP meetings in comparison to English speakers and reported language barriers and inadequate interpretation services as challenges to attending an IEP meeting. Findings highlight the need for equitable parent-school partnerships to support and empower all families. Awareness of the unique experiences of Spanish-speaking families may further equitable school efforts to serve this population and other linguistically diverse parents.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862347","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
Leveraging Administrative Data to Study the Special Education Teacher Workforce 利用管理数据研究特殊教育教师队伍
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-31 DOI: 10.1177/07419325241262971
Allison F. Gilmour, Li Feng, Roddy Theobald
{"title":"Leveraging Administrative Data to Study the Special Education Teacher Workforce","authors":"Allison F. Gilmour, Li Feng, Roddy Theobald","doi":"10.1177/07419325241262971","DOIUrl":"https://doi.org/10.1177/07419325241262971","url":null,"abstract":"Special educator shortages have threatened the provision of services to students with disabilities since the passage of the Education for All Handicapped Children Act in 1975, since reauthorized as the Individuals with Disabilities Education Act. We conducted a systematic review of studies that used administrative data to study the special educator workforce. We identified 12 studies addressing policies or practices related to the composition, distribution, or effectiveness of the special educator workforce. Together, these studies provide emerging evidence regarding policies and practices that could support the special educator workforce. We recommend that future special educator-focused research with administrative data address the composition, distribution, and effectiveness of the workforce in tandem, better attend to heterogeneity, and move from descriptive studies to studies evaluating the outcomes of specific policies.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862103","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
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