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Remedial and Special Education最新文献

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Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders 特殊教育者在为有情绪/行为障碍的学生服务时处理紧张关系的经验
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-01-21 DOI: 10.1177/07419325241310512
Elizabeth Bettini, Kathryn M. Meyer, Margaret O’Brien, Margaret Carroll, Hannah Morris Mathews
{"title":"Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders","authors":"Elizabeth Bettini, Kathryn M. Meyer, Margaret O’Brien, Margaret Carroll, Hannah Morris Mathews","doi":"10.1177/07419325241310512","DOIUrl":"https://doi.org/10.1177/07419325241310512","url":null,"abstract":"Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions regarding students’ belonging, their academic instructional roles, and their roles supporting students’ behavior. Tensions reflected ways schools were not oriented toward students’ strengths and support needs. Yet, teachers’ perspectives on tensions varied greatly. Grounded in humanizing perspectives on students, some teachers experienced tension with colleagues who resisted including students and honoring students’ support needs. Other teachers held deficit-based, legalistic views of students, which underlay their acceptance of (or even advocacy for) exclusion. Findings indicate the centrality of educators’ conceptions of disability for how they conceptualize and fulfill their roles in serving students with disabilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"73 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142991992","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 Development of a Coaching Model: Challenges and Implications for Intervention Research 教练模式的发展：干预研究的挑战与启示
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2025-01-10 DOI: 10.1177/07419325241304126
Jade Wexler, Alexandra Shelton, Elizabeth Swanson, S. Blair Payne, Robin Sayers, Tara Johnston, Erin K. Hogan, Kristabel Stark
{"title":"The Development of a Coaching Model: Challenges and Implications for Intervention Research","authors":"Jade Wexler, Alexandra Shelton, Elizabeth Swanson, S. Blair Payne, Robin Sayers, Tara Johnston, Erin K. Hogan, Kristabel Stark","doi":"10.1177/07419325241304126","DOIUrl":"https://doi.org/10.1177/07419325241304126","url":null,"abstract":"Instructional coaching is one way to support teachers’ implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the Model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"16 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142961405","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
“Comfortability Comes From Seeing People Like You in Positions of Power”: Experiences of Special Education Teachers of Color “舒适来自于看到像你这样的人处于权力地位”：有色人种特殊教育教师的经历
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 寄养家庭中残疾与非残疾青少年的自我调节与高中毕业
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
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