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Remedial and Special Education最新文献

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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
Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data 特殊教育有用吗？行政数据证据的系统性文献综述
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-13 DOI: 10.1177/07419325241244485
Kaitlyn G. O’Hagan, Leanna Stiefel
{"title":"Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data","authors":"Kaitlyn G. O’Hagan, Leanna Stiefel","doi":"10.1177/07419325241244485","DOIUrl":"https://doi.org/10.1177/07419325241244485","url":null,"abstract":"Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology used in existing research. The takeaway from the 15 included studies is that special education positively impacts student outcomes, and the growth of students receiving special education typically matched or exceeded the growth of their general education peers. Methods used in these studies were, however, quasi-experimental, so limitations to credibly causal claims remain. In addition, that relatively few studies met our inclusion criteria reflects the need for additional research, and we highlight methodological and substantive considerations for future work.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"248 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551952","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 Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction 学生谈论学习与教师阅读教学之间的动态关系
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-04-12 DOI: 10.1177/07419325241240062
Amber Benedict, Alexandra Lauterbach, Mary Brownell, Yujeong Park, Germaine Koziarski
{"title":"The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction","authors":"Amber Benedict, Alexandra Lauterbach, Mary Brownell, Yujeong Park, Germaine Koziarski","doi":"10.1177/07419325241240062","DOIUrl":"https://doi.org/10.1177/07419325241240062","url":null,"abstract":"Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore the relationship between the learning experiences of upper elementary students with specific learning disabilities and their special education teachers’ reading practices. We found a relationship between the way teachers structured interactions within their word study instruction and how students perceived themselves as “readers” as evidenced by their talk. This study demonstrates the potential for teacher educators and researchers to use how students talk of their learning experiences and interactions during instruction, along with performance-based data, as a tool for understanding how teacher instruction affects student learning.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"25 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2024-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140551941","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 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":"16 1","pages":""},"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":"129 1","pages":""},"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":"2012 1","pages":""},"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":"55 1","pages":""},"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":"42 1","pages":""},"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
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