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Remedial and Special Education最新文献

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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
{"title":"Using a Folding-in Intervention and Self-Graphing to Improve Reading Fluency for Students With Disabilities","authors":"Christy F. Conway, Moira Konrad","doi":"10.1177/07419325261442464","DOIUrl":"https://doi.org/10.1177/07419325261442464","url":null,"abstract":"Folding-in, similar to incremental rehearsal, is a flashcard procedure that, when paired with repeated reading and self-graphing, has shown promise for improving oral reading fluency. This study used a multiple-probe design across participants to examine the use of folding-in and repeated reading to teach unknown words from nonfiction reading passages for three fifth-grade students with disabilities. In addition, self-graphing was added to a second phase of intervention to examine additional effects. Results indicated that reading fluency improved for all three participants compared with baseline, but the addition of self-graphing did not clearly provide an additional benefit for the participants. Participants generalized skills to novel passages throughout the intervention and maintained increases in reading fluency after the intervention. The folding-in intervention combined with repeated reading is effective for improving reading fluency; however, the addition of self-graphing may not provide an additional benefit for students.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"7 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286423","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.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 <jats:italic toggle=\"yes\">A.J.T v. Osseo Area Schools</jats:italic> , <jats:italic toggle=\"yes\">Independent School District No. 279</jats:italic> . 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
Enhancing Equity in Special Education Through Student Voice Research: A Commentary on the Special Issue 通过学生声音研究促进特殊教育公平——特刊评论
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2026-05-08 DOI: 10.1177/07419325261442763
Taucia González, Carlyn Mueller, Andrea C. Espinoza, Carlos G. Ramirez
{"title":"Enhancing Equity in Special Education Through Student Voice Research: A Commentary on the Special Issue","authors":"Taucia González, Carlyn Mueller, Andrea C. Espinoza, Carlos G. Ramirez","doi":"10.1177/07419325261442763","DOIUrl":"https://doi.org/10.1177/07419325261442763","url":null,"abstract":"Student voice research in special and inclusive education is more than an academic pursuit; it is a call to action for reimagining education where students are active agents in shaping their schooling experiences. This commentary builds on the contributions of the papers in this special issue, which collectively highlight the importance of student voice in disrupting adultism, informing teacher practice, and challenging systemic inequities, particularly for multiply marginalized disabled students. We examine the methodological tensions and opportunities in student voice research, emphasizing the need for theoretically grounded conceptualizations of disabled student voice, contextualized and creative methodologies, and purpose-driven and relational research. Ultimately, we argue that student voice research is not just about listening to youth: it is about shifting historical power, a relational dynamic, and future-making work that turns to students as knowledgeable contributors to improving our educational system.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"22 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286425","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
Punished: Identity Development of Black Boys in a Figured World of Exclusion 惩罚：黑人男孩在排他世界中的身份发展
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2026-05-07 DOI: 10.1177/07419325261442749
Larry Love, Melinda M. Leko
{"title":"Punished: Identity Development of Black Boys in a Figured World of Exclusion","authors":"Larry Love, Melinda M. Leko","doi":"10.1177/07419325261442749","DOIUrl":"https://doi.org/10.1177/07419325261442749","url":null,"abstract":"This study invokes the theory of self and identity to investigate how multiply marginalized students, namely, Black boys with disabilities, are subjected to and make sense of exclusionary discipline, as well as the ways in which it impacts their identity fashioning processes. Drawing on Intersectionality, an instrumental case study design was employed to understand the experiences of five Black boys who formed their practiced identities in and through their day-to-day engagement in and interactions with disciplinary moments within the U.S. Connor School District (CSD; pseudonym). Amid a figured world of exclusion, the boys grappled with the social discourse and practices to accept, resist, or negotiate school-imposed identities. Data sources included interviews, observations, and educational documents. Disciplinary moments and experiences were found to both mediate and constrain the boys’ self-making. Recommendations for research, practice, and policy are presented.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"118 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286427","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
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 <jats:italic toggle=\"yes\">Friends on the Block</jats:italic> ( <jats:ext-link xmlns:xlink=\"http://www.w3.org/1999/xlink\" ext-link-type=\"uri\" xlink:href=\"www.friendsontheblock.com\">www.friendsontheblock.com</jats:ext-link> ), 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 <jats:italic toggle=\"yes\">Friends on the Block</jats:italic> intervention group ( <jats:italic toggle=\"yes\">n</jats:italic> = 31) or the standard business-as-usual instruction group ( <jats:italic toggle=\"yes\">n</jats:italic> = 31). The analysis revealed statistically and educationally significant differences favoring <jats:italic toggle=\"yes\">Friends on the Block</jats:italic> 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
{"title":"AI Support for Special Education Students Navigating College Pathways in Texas","authors":"Han Bum Lee, John Davis, Sharon L. Nichols, Jasmine Victor","doi":"10.1177/07419325261422377","DOIUrl":"https://doi.org/10.1177/07419325261422377","url":null,"abstract":"Background: Students with disabilities face unique challenges when transitioning to higher education, emphasizing the need for tailored support during the college application process. Advances in AI, particularly in personalized assistance, offer promising opportunities to improve accessibility in education. This study explored the role of AI in supporting students with disabilities by focusing on ADVi, an AI chatbot that provided college admissions guidance via text messaging. Methods: We employed a multilevel-negative-binomial model to determine whether students with disabilities demonstrated a distinct need for AI-based support in their transition to college. Results: The findings revealed that students with disabilities used ADVi significantly more than their typically developing peers, with the highest utilization observed among students with autism and emotional disabilities. Conclusions: These results highlight the growing use of ADVi among students with disabilities, emphasizing the critical role of AI-driven tools in enhancing accessibility during their transition to postsecondary education.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"275 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147586604","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 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 <jats:italic toggle=\"yes\">Second Step</jats:italic> , a social-emotional learning curriculum implemented as a Tier 1 practice with elementary students. We applied Council for Exceptional Children (CEC) <jats:italic toggle=\"yes\">Standards for Evidence-Based Practices in Special Education</jats:italic> to evaluate if <jats:italic toggle=\"yes\">Second Step</jats:italic> 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 <jats:italic toggle=\"yes\">positive effects</jats:italic> , while eight had <jats:italic toggle=\"yes\">neutral/mixed effects</jats:italic> , and two were missing data preventing effect size calculation needed for classification. With three non-randomized group studies demonstrating <jats:italic toggle=\"yes\">positive effects</jats:italic> and eight studies with <jats:italic toggle=\"yes\">neutral/mixed effects</jats:italic> , the ratio of positive to neutral/mixed did not meet the minimum criterion of 3:1 or greater, so we placed <jats:italic toggle=\"yes\">Second Step</jats:italic> elementary into CEC’s <jats:italic toggle=\"yes\">mixed evidence</jats:italic> 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
{"title":"Person-Centered Planning for Transition-Aged Youth in Singapore: Lessons in Cultural Adaptation and Implementation","authors":"Nataly Lim, Delia Kan Dang Dang","doi":"10.1177/07419325261418602","DOIUrl":"https://doi.org/10.1177/07419325261418602","url":null,"abstract":"This study explores how the Family Envisioning Meeting (FEM), a person-centered planning (PCP) process for transition-aged students in Singapore, can be adapted to better meet the needs of stakeholders. Using the Cultural Adaptation Checklist, qualitative data from 17 individuals (i.e., four parents, eight school personnel, and five transition planning coordinators) across four special education schools were analyzed across six domains: language, persons, content, goals, methods, and context. While participants valued FEM for promoting collaboration and amplifying student and family voices, both cultural and practical barriers were identified. Culturally, these included unfamiliar terminology, discomfort with abstract goal setting, and norms around parental authority. Practically, challenges included limited staffing, unclear roles, and facilitation skills. Findings underscore the need for culturally responsive and contextually feasible adaptations of FEM and highlight the importance of systemic investment in training, infrastructure, and sustainable models of delivery.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"4 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393409","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 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
{"title":"A Meta-Analysis of Peer-Mediated Social Interventions for Secondary Students With Intellectual and Developmental Disabilities","authors":"Sarah Emily Wilson, Jesse I. Fleming, Olivia S. Jamieson, William J. Therrien","doi":"10.1177/07419325251409318","DOIUrl":"https://doi.org/10.1177/07419325251409318","url":null,"abstract":"Peer relationships and social interactions in the classroom can facilitate learning, and peer-mediated interventions (PMIs) are frequently used to support the development and quality of social interactions between students with intellectual and developmental disabilities (I/DDs) and their peers. This meta-analysis examined extant literature on PMI for secondary students with I/DD. We identified 37 studies and dissertations for inclusion in this review. Effect size (ES) estimates demonstrate significant positive effects in both group design (ES = 1.38) and single-case design (ES = 1.96). Across intervention types, peer networks (ES = 2.20) and peer support arrangements (ES = 2.25) produced larger effects than peer initiation/response interventions (ES = 1.53). Overall findings suggest that PMIs are efficacious in supporting social interactions between secondary students with I/DD and their peers and can be feasibly and successfully implemented by educators in school settings.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"41 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2026-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145908101","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 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
{"title":"A Comprehensive Systematic Review of Targeted Evidence-Based Reviews in Special Education","authors":"Sara E. C. Cook, Lauren W. Collins, Lysandra Cook, Bryan G. Cook","doi":"10.1177/07419325251388491","DOIUrl":"https://doi.org/10.1177/07419325251388491","url":null,"abstract":"Scholars in special education and related fields have developed and applied standards for classifying evidence-based practices (EBPs). Although many EBPs in special education have been identified by researchers applying one or more sets of EBP standards in systematic reviews published in peer-reviewed journal articles, this literature has yet to be synthesized. The purpose of this paper is to examine the classification of instructional practices in targeted EBP reviews published in peer-reviewed journals. A systematic review of literature identified 117 targeted EBP reviews published between 2005 and 2021, in which we identified 32 practices that were solely classified as EBPs. The findings of this review underscore the importance of conducting and reporting methodologically sound research to expand and clarify the evidence base for practices in special education. Implications for practitioners include the need to prioritize practices using the best available evidence while remaining critical consumers of emerging research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"7 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-12-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145836026","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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