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Remedial and Special Education最新文献

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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 Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria.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
Understanding Appropriate and Applicable Sex Education Instruction for People With Intellectual Disability 了解适合智障人士的适当和适用的性教育指导
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-31 DOI: 10.1177/07419325241261055
Melissa Stoffers, Sarah Curtiss
{"title":"Understanding Appropriate and Applicable Sex Education Instruction for People With Intellectual Disability","authors":"Melissa Stoffers, Sarah Curtiss","doi":"10.1177/07419325241261055","DOIUrl":"https://doi.org/10.1177/07419325241261055","url":null,"abstract":"Although individuals with intellectual disability need sex education, little is known about the instructional practices of sex educators. To fill this gap and explore how instruction is appropriate and applicable to individuals with intellectual disability, we interviewed 58 sex educators about their instruction. Using thematic analysis, we identified four themes: (a) Deciding how to individualize: “A lot of my students have receptive skills, but don’t have a lot of verbal skills. I don’t need them verbal,” (b) Applicability to real life: “I want to teach them behaviors they can use,” (c) Conceptualizations of age: “Depends on the age and how much the person’s going to understand,” and (d) Strategies and challenges of assessing practice: “I don’t know how to measure sexuality.” Study findings elucidate the lived experiences of sex educators so we might learn and better support individuals with intellectual disability.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"74 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141862151","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 Barriers Encountered and Facilitators Desired: A Systematic Review of What Latino/x Families Experience Within Special Education 遇到的障碍和希望的促进因素：拉丁裔/x 家庭在特殊教育中的经历系统回顾
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-27 DOI: 10.1177/07419325241262444
Alyssa Barrera-Lansford, Neyda J. Sánchez
{"title":"The Barriers Encountered and Facilitators Desired: A Systematic Review of What Latino/x Families Experience Within Special Education","authors":"Alyssa Barrera-Lansford, Neyda J. Sánchez","doi":"10.1177/07419325241262444","DOIUrl":"https://doi.org/10.1177/07419325241262444","url":null,"abstract":"Latino/x families experience barriers when navigating and accessing special education (SPED) services. Previous research has identified some of these barriers that Latino/x families encounter and facilitators to provide support for a positive SPED experience (Rios &amp; Burke, 2020). The purpose of this study is to continue the investigation of the barriers Latino/x families face when navigating and accessing SPED services and identify past and current recommended facilitators that ameliorate these barriers. During this investigation, the authors also considered how acculturation might contribute to the obstacles Latino/x families face. This review identified 16 eligible studies highlighting barriers and facilitators to SPED services. Barriers to navigating and acquiring SPED services included limited access to SPED knowledge, communication barriers, lack of resources, and lack of cultural understanding. Facilitators included family/caregiver education, access to resources, communication, support, cultural understanding, and teacher quality training. Implications for research, practice, and policy are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"74 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141794946","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
Invoking the Divine on the Path to Inclusive Education: India’s Contextual Realities 在全纳教育的道路上召唤神灵：印度的现实背景
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-26 DOI: 10.1177/07419325241260751
Lakshmi Balasubramanian, Ipshita Banerjee
{"title":"Invoking the Divine on the Path to Inclusive Education: India’s Contextual Realities","authors":"Lakshmi Balasubramanian, Ipshita Banerjee","doi":"10.1177/07419325241260751","DOIUrl":"https://doi.org/10.1177/07419325241260751","url":null,"abstract":"Understanding inclusive education challenges in India involves acknowledging the complex linguistic, cultural, religious, and caste-based diversity affecting marginalized groups. Ambiguity surrounds implementing the inclusion concept, necessitating critical evaluation and adaptation to align with India’s unique dynamics. Despite increased enrollment (61%), concerns persist about omitting some children from inclusive education benefits, suggesting exclusivity. The 2020 National Education Policy aims for equitable opportunities, but challenges remain in implementation and access. Interchangeable terms (e.g., inclusion vs. integration) and a lack of differentiation hinder progress. Robust research on classroom practices is vital to establish effective strategies, support families, and address diverse student needs. This multifaceted issue requires consideration of India-specific contexts. India’s interpretation of inclusive education varies based on disability severity, and solutions should account for political, historical, and cultural contexts and the beliefs and experiences of disabled individuals.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"105 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768476","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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