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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
Inclusive Education for Students With Special Education Needs in Norway 挪威为有特殊教育需求的学生提供全纳教育
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-26 DOI: 10.1177/07419325241260750
Kari-Anne B. Næss, Silje Hokstad, Bjarte Reidar Furnes, Elisabeth Hesjedal, Jørn Østvik
{"title":"Inclusive Education for Students With Special Education Needs in Norway","authors":"Kari-Anne B. Næss, Silje Hokstad, Bjarte Reidar Furnes, Elisabeth Hesjedal, Jørn Østvik","doi":"10.1177/07419325241260750","DOIUrl":"https://doi.org/10.1177/07419325241260750","url":null,"abstract":"This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools.","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":"141768495","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
School Choice and Students With Disabilities: Evidence From Administrative Data 择校与残疾学生：来自行政数据的证据
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-26 DOI: 10.1177/07419325241262699
Josefina Senese, Marcus A. Winters
{"title":"School Choice and Students With Disabilities: Evidence From Administrative Data","authors":"Josefina Senese, Marcus A. Winters","doi":"10.1177/07419325241262699","DOIUrl":"https://doi.org/10.1177/07419325241262699","url":null,"abstract":"School choice has emerged as an alternative to traditional public education, allowing families to select schools outside their neighborhood. While extensive research has examined its impact on students overall, there is a need to focus on its specific effects on students with disabilities. This article addresses this gap by reviewing 39 quantitative studies analyzing this issue using administrative data. Twenty-eight focus on charter schools, and 18 compare differences in enrollment—usually referred to as the “SPED gap”—between sectors. However, few publications explore factors contributing to these disparities or variations in services provided and their impact on student outcomes. We propose future research should (a) explore outcomes beyond enrollment disparities, including both academic and non-academic aspects, as well as short and long-term consequences; (b) employ rigorous statistical methods; (c) broaden the scope of the investigation to encompass diverse states and contexts, as well as other choice policies.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"9 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768474","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
Perceived Stress, Executive Function, and Stress Regulation: Implications for Middle Schoolers’ Emotional and Behavioral Well-being 感知压力、执行功能和压力调节：对初中生情绪和行为健康的影响
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-07-26 DOI: 10.1177/07419325241265973
Michelle M. Cumming, Yuxi Qiu, Rachel Oblath, Stacy L. Frazier, Cristina Criado, Sharde Theodore, Gabriel Placido
{"title":"Perceived Stress, Executive Function, and Stress Regulation: Implications for Middle Schoolers’ Emotional and Behavioral Well-being","authors":"Michelle M. Cumming, Yuxi Qiu, Rachel Oblath, Stacy L. Frazier, Cristina Criado, Sharde Theodore, Gabriel Placido","doi":"10.1177/07419325241265973","DOIUrl":"https://doi.org/10.1177/07419325241265973","url":null,"abstract":"Middle schoolers with or at risk for emotional and behavioral disorders (EBD) typically have a trajectory of difficult outcomes (e.g., school dropout, incarceration). Growing evidence suggests that the continuum of behavioral competence to challenges is closely linked to students’ neurocognitive executive function (EF) capacities, perceived stress (e.g., peers, school), and ability to navigate stressful situations; yet research with students with or at risk for EBD in middle school and from racially/ethnically under-represented backgrounds is limited. With 118 middle schoolers from a predominantly Hispanic/Latinx school district, we found (a) EF group differences among students with or at risk for EBD compared with peers without significant behaviors and (b) perceived stress and stress-regulation skills were uniquely associated with students’ internalizing and externalizing behaviors. We discuss research and practice implications.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"32 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141768475","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 Fourth Generation of Inclusive Education: A Commentary 第四代全纳教育：评论
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-06-24 DOI: 10.1177/07419325241260753
Michael L. Wehmeyer
{"title":"A Fourth Generation of Inclusive Education: A Commentary","authors":"Michael L. Wehmeyer","doi":"10.1177/07419325241260753","DOIUrl":"https://doi.org/10.1177/07419325241260753","url":null,"abstract":"Special education as an organized, legislatively mandated entity is roughly 50 years old in many parts of the world. Most schools around the world continue to struggle to provide inclusive education for students with disabilities, sharing common barriers and experiencing their own unique barriers. This commentary discusses international initiatives that have focused on inclusive education and proposes a fourth generation of inclusive practices that align with worldwide changes in the education system.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"3 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141448609","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
Family–School Relationships and Exclusionary Discipline of Students With and Without Disabilities 家庭与学校的关系以及对残疾和非残疾学生的排斥性纪律处分
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-05-30 DOI: 10.1177/07419325241253212
Zhe Gigi An, Hyunwoo Yang
{"title":"Family–School Relationships and Exclusionary Discipline of Students With and Without Disabilities","authors":"Zhe Gigi An, Hyunwoo Yang","doi":"10.1177/07419325241253212","DOIUrl":"https://doi.org/10.1177/07419325241253212","url":null,"abstract":"Using data extracted from the Parent and Family Involvement in Education Survey of the 2019 National Household Education Surveys Program, this study used a series of linear probability models to examine the association between family–school relationships and exclusionary discipline. The sample included 15,360 U.S. families of K–12 non-homeschooled and non-virtual school students. Results suggest that students with disabilities experienced significantly more expulsion and suspension and that their families were less satisfied with school and received significantly more individual contact from school for negative reasons. In addition, parent satisfaction with school and individual contacts from school to parent regarding positive behaviors or schoolwork and behavior problems were statistically significantly associated with exclusionary discipline after accounting for student characteristics, such as race, age, and gender. These associations between family–school relationships and exclusionary discipline did not differ by a student’s disability status.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"29 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141182451","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
Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals 一如既往：对特殊教育期刊中重复研究的最新回顾
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-05-14 DOI: 10.1177/07419325241248766
Bryan G. Cook, William J. Therrien, Danielle A. Waterfield, Suzanne McClain, Jesse I. Fleming, Hannah Robinson, Latesha Watson, Joseph Boyle
{"title":"Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals","authors":"Bryan G. Cook, William J. Therrien, Danielle A. Waterfield, Suzanne McClain, Jesse I. Fleming, Hannah Robinson, Latesha Watson, Joseph Boyle","doi":"10.1177/07419325241248766","DOIUrl":"https://doi.org/10.1177/07419325241248766","url":null,"abstract":"Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues’ previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of replication, constituting 0.54% of all publications. Similar to previous findings, most replication studies were conceptual, successfully replicated previous results, and were conducted by one or more authors of the study being replicated. Replications with author overlap were significantly more likely to successfully reproduce the findings of the original study. Journal impact factor was significantly and positively related to journal-level replication rate. Publication rates of replications in special education journals remain similar to previous decades, suggesting that additional efforts are needed to increase the publication of replication research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"32 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942996","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
Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study 利用学生数据加强阅读理解干预：试点研究
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-05-14 DOI: 10.1177/07419325241249767
Marissa J. Filderman, Alicia A. Stewart, Allie M. Cramer, Sarah S. Hughes-Berheim, Elizabeth Swanson
{"title":"Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study","authors":"Marissa J. Filderman, Alicia A. Stewart, Allie M. Cramer, Sarah S. Hughes-Berheim, Elizabeth Swanson","doi":"10.1177/07419325241249767","DOIUrl":"https://doi.org/10.1177/07419325241249767","url":null,"abstract":"Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results indicate that students who received DBDM to intensify STRIVE and students who received STRIVE alone outperformed students in a business-as-usual comparison condition on a researcher-designed vocabulary mastery measurement. Other findings, future directions, and implications for research and teaching are also discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140942998","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 the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities 探索残疾和非残疾青少年自我决定与经济困难结构之间的关系
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-25 DOI: 10.1177/07419325241247343
Allison R. Lombardi, Graham G. Rifenbark, Karrie A. Shogren, Ashley Taconet, Tyler A. Hicks
{"title":"Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities","authors":"Allison R. Lombardi, Graham G. Rifenbark, Karrie A. Shogren, Ashley Taconet, Tyler A. Hicks","doi":"10.1177/07419325241247343","DOIUrl":"https://doi.org/10.1177/07419325241247343","url":null,"abstract":"In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization) using the full sample of youth with and without disabilities. Using latent variable modeling, we explored interrelationships among these constructs and economic hardship across disability and race/ethnicity groups. The self-determination constructs were confirmed, two of which (autonomy and psychological empowerment) resulted in significant inverse relationships with economic hardship. Different patterns emerged for youth with intersecting identities of disability, race, and ethnicity. Findings will inform culturally responsive approaches to transition service delivery that address and reduce systemic barriers, as well as provide support for promoting self-determination skills for all youth.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"2015 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651814","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
Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT 初中特殊教育课堂中的学生行为管理：CW-FIT 单主体研究
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-25 DOI: 10.1177/07419325241247345
Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards
{"title":"Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT","authors":"Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards","doi":"10.1177/07419325241247345","DOIUrl":"https://doi.org/10.1177/07419325241247345","url":null,"abstract":"Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140651837","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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