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Inclusive Education in South Korea 韩国的全纳教育
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-08 DOI: 10.1177/07419325241240060
Uijung Kim, Aehwa Kim, Byeongryong Kim, Jieun Baek
{"title":"Inclusive Education in South Korea","authors":"Uijung Kim, Aehwa Kim, Byeongryong Kim, Jieun Baek","doi":"10.1177/07419325241240060","DOIUrl":"https://doi.org/10.1177/07419325241240060","url":null,"abstract":"Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140539018","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 Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education 沙特阿拉伯残疾学生的教育历程：从孤立到全纳教育
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-05 DOI: 10.1177/07419325241240058
Abdulaziz Alsolami
{"title":"The Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education","authors":"Abdulaziz Alsolami","doi":"10.1177/07419325241240058","DOIUrl":"https://doi.org/10.1177/07419325241240058","url":null,"abstract":"In recent years, the Kingdom of Saudi Arabia has put considerable effort toward improving justice and equity for people with disabilities in education. One of the three main dimensions of Saudi Arabia’s Vision 2030 program is to support all citizens, especially those with disabilities. However, more efforts are still needed to achieve meaningful inclusive education. This analysis sheds light on the challenges, successes, and important factors that have affected the educational landscape for individuals with disabilities in Saudi Arabia and offers recommendations for improving and sustaining inclusive educational practice. In particular, technology solutions need to be implemented to provide effective training for special education professionals, and the current curriculum should be reevaluated to suit special education standards. Preparing special education teachers and other personnel to adapt the curriculum to suit students with disabilities is an important step toward full inclusion in Saudi Arabia.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534120","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
Current Issues and Future Directions of Inclusive Education in Japan 日本全纳教育的当前问题和未来方向
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-05 DOI: 10.1177/07419325241240061
Akiko Kaizu, Munehisa Tamaki
{"title":"Current Issues and Future Directions of Inclusive Education in Japan","authors":"Akiko Kaizu, Munehisa Tamaki","doi":"10.1177/07419325241240061","DOIUrl":"https://doi.org/10.1177/07419325241240061","url":null,"abstract":"Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities. This study focuses on the movement for system reform of the SNE and examines its current status and challenges. It also discusses recent policy trends in general education classrooms that have affected the promotion of inclusive education. Furthermore, while making a global comparison using Organisation for Economic Co-operation and Development (OECD) data, this paper highlights Japan’s advantages and challenges in achieving inclusive education. Finally, it examines the conditions for realizing a new Japanese-style inclusive education.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140534113","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
Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication 使用实验和准实验小组设计的特殊教育干预研究中的结果报告偏差：概念复制
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-03 DOI: 10.1177/07419325241240067
Elizabeth Talbott, Daniel M. Maggin, Meveryn Chua, Lauren Ashley, Xiaohong Chen, Philippa A. Chin, Mary Kate Curry
{"title":"Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication","authors":"Elizabeth Talbott, Daniel M. Maggin, Meveryn Chua, Lauren Ashley, Xiaohong Chen, Philippa A. Chin, Mary Kate Curry","doi":"10.1177/07419325241240067","DOIUrl":"https://doi.org/10.1177/07419325241240067","url":null,"abstract":"We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found that statistically significant intervention outcomes from dissertations were 1.48 times more likely to be published compared with nonsignificant outcomes. Significant moderators of this effect included type of intervention outcome (academic), type of research design (randomized controlled trial), participant race (with samples greater than or equal to 50% non-White), and type of disability/exceptionality (high incidence). We found that few dissertation authors published their work, providing further evidence for the much-needed inclusion of dissertations in systematic reviews.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-04-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140533230","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
Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices 特殊教育研究人员对开放实践的了解、态度和报告使用情况
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-03-28 DOI: 10.1177/07419325241237268
Jesse I. Fleming, Sarah Emily Wilson, Daniel Espinas, Wilhelmina van Dijk, Bryan G. Cook
{"title":"Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices","authors":"Jesse I. Fleming, Sarah Emily Wilson, Daniel Espinas, Wilhelmina van Dijk, Bryan G. Cook","doi":"10.1177/07419325241237268","DOIUrl":"https://doi.org/10.1177/07419325241237268","url":null,"abstract":"Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering studies, posting preprints, and sharing data. Respondents reported favorable attitudes toward each of the practices but low levels of implementation knowledge. Multiple linear regression analysis revealed that knowledge, attitudes, career stage, and methodological preference significantly predicted intent to engage in these open practices. We provide recommendations from these findings to inform efforts to increase open science uptake in the field.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140331235","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
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services 将社区文化财富融入接受英语学习者服务的残疾学生的中学后过渡教育中
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-03-25 DOI: 10.1177/07419325241239662
Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman
{"title":"Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services","authors":"Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman","doi":"10.1177/07419325241239662","DOIUrl":"https://doi.org/10.1177/07419325241239662","url":null,"abstract":"Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140291922","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
Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders 校长对自己在支持情感/行为障碍学生自主计划中的作用的看法
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-03-25 DOI: 10.1177/07419325241237267
Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews
{"title":"Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders","authors":"Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews","doi":"10.1177/07419325241237267","DOIUrl":"https://doi.org/10.1177/07419325241237267","url":null,"abstract":"Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held widely varying conceptions of students with EBD, visions for their program, and understandings of their own roles and responsibilities for their programs; collectively, interactions among these gave rise to principals’ senses of agency, both for the program’s capacity to be a causal agent in promoting student growth and their own capacity, as leaders, to improve the program. Our findings indicate the centrality of principals’ conceptions of EBD for how they support self-contained programs for students with EBD, which has important implications for future research and practice regarding principal leadership for special education.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140291911","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 the Perceptions of School Engagement of Parents of Students With Autism 了解自闭症学生家长对学校参与的看法
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-03-18 DOI: 10.1177/07419325241236378
Samantha E. Goldman, Maria P. Mello
{"title":"Understanding the Perceptions of School Engagement of Parents of Students With Autism","authors":"Samantha E. Goldman, Maria P. Mello","doi":"10.1177/07419325241236378","DOIUrl":"https://doi.org/10.1177/07419325241236378","url":null,"abstract":"Family–school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family–school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3–21) with autism. Using qualitative analysis, the authors identified seven types of engagement, each of which requires specific supports and has different barriers that may limit their use. These included: (a) collaborative partnership, (b) home-school communication, (c) advocacy, (d) school-based participation, (e) home-based participation, (f) service coordination, and (g) classroom observation. Adding two novel types of family engagement to the existing literature, findings contribute to a conceptualization of school engagement that incorporates the preferences and experiences of diverse parents of children with autism. Implications and directions for future research are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140162140","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
Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs 比较使用改良图书和非改良图书对有广泛辅助需求的学生的理解能力的影响
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-03-06 DOI: 10.1177/07419325241234079
Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump
{"title":"Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs","authors":"Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump","doi":"10.1177/07419325241234079","DOIUrl":"https://doi.org/10.1177/07419325241234079","url":null,"abstract":"Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisition single-case research design was used to compare student comprehension of nonmodified and modified books for one first-grade and one fourth-grade student with autism and moderate intellectual disability. Findings indicate student comprehension was higher after reading modified grade-level, nonfiction books compared with similarly matched nonmodified books. These findings show students with ESN can access grade-level books in general education settings with individualized modifications. Recommendations for research and practice are shared. These recommendations include a systematic process for identification of the type and intensity of book modifications that may support comprehension for students with ESN.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140057777","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 Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review 辅助教育工作者实施的干预措施对学生掌握读写技能的影响：综述
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-03-05 DOI: 10.1177/07419325241234080
Guy Martin, Christopher J. Lemons, Yasmina E. Haddad
{"title":"The Effects of Paraeducator-Implemented Interventions on Student Literacy Skill Acquisition: A Review","authors":"Guy Martin, Christopher J. Lemons, Yasmina E. Haddad","doi":"10.1177/07419325241234080","DOIUrl":"https://doi.org/10.1177/07419325241234080","url":null,"abstract":"Paraeducators are increasingly tasked with delivering early literacy instruction to students with disabilities in elementary schools. This review synthesized findings from 19 studies that examined paraeducator-implemented early literacy instruction and reported the included studies’ descriptive characteristics, methodological quality, and treatment outcomes. Studies were rated for methodological quality using the Council for Exceptional Children’s quality indicators. This systematic review was the first to describe paraeducator-implemented early literacy instruction in elementary school settings across single-case research designs and between-group research designs and the first to apply a set of quality indicators to rate study quality. The synthesized evidence suggests that, with the appropriate training and supervision, paraeducators were able to facilitate student acquisition in phonological knowledge, word reading, fluency, comprehension, and spelling domains. Implications for research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140043718","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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