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Remedial and Special Education最新文献

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Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education 讲述机会与代理：智障学生分享他们接受高等教育的经历
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-01-30 DOI: 10.1177/07419325231226109
Phillandra S. Smith, Beth Myers
{"title":"Narrating Access and Agency: Students With Intellectual Disability Share Their Experiences With Higher Education","authors":"Phillandra S. Smith, Beth Myers","doi":"10.1177/07419325231226109","DOIUrl":"https://doi.org/10.1177/07419325231226109","url":null,"abstract":"Growing numbers of students with intellectual disability (ID) have gained access to universities and colleges through the development of inclusive postsecondary education (IPSE) programs. Despite having physical access to college and university campuses and even classroom spaces, navigating access to actual course content remains a challenge for many students and their instructors. Using semi-structured interviews with 10 students with ID at an IPSE program in the northeastern United States, this qualitative study was conducted to examine students’ experiences accessing course content in university courses. We highlight factors that students identified as significant contributors to their ability to access course content and experience success in the courses they took. Findings reveal that the students attribute a positive or negative course experience to course instructors’ relatability and ability to make course content accessible. Students discussed their desire to be viewed as fully matriculated students while receiving support. Implications for practice are provided.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139938980","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
Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District 一个大学区公立走读学校残疾学生的班级安排
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-01-30 DOI: 10.1177/07419325241226727
Karolyn J. Maurer, Alexandra Sturm, Connie Kasari
{"title":"Classroom Placements of Students With Disabilities in Public Day Schools in a Large School District","authors":"Karolyn J. Maurer, Alexandra Sturm, Connie Kasari","doi":"10.1177/07419325241226727","DOIUrl":"https://doi.org/10.1177/07419325241226727","url":null,"abstract":"This study used longitudinal special education record data from a large urban school district to review classroom placements of students in Grades 5 to 9 educated in traditional public schools ( N = 21,314). Results indicated that half of the students were educated primarily in general education classrooms ( n = 10,658), 9% of students had a primary placement of a special education classroom ( n = 1,977), and 41% ( n = 8,679) switched classroom placements between Grades 5 and 9. The highest rate of primary classroom switching to special education occurred in sixth grade and to general education in Grade 9. Results of a hurdle model showed that students educated with alternate curriculum, African American and Hispanic students, and those with an eligibility of Autism, intellectual disability, orthopedic impairment, or emotional disturbance spent less proportion of their school day in general education than students educated with general curriculum, White students, and those with learning disabilities, respectively.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939061","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
Expanding Science Learning for Students With Complex Support Needs: A Case Study 为有复杂支持需求的学生拓展科学学习：案例研究
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-01-28 DOI: 10.1177/07419325231225441
Carly A. Roberts, Elizabeth H. Saliba, Erin M. Stewart
{"title":"Expanding Science Learning for Students With Complex Support Needs: A Case Study","authors":"Carly A. Roberts, Elizabeth H. Saliba, Erin M. Stewart","doi":"10.1177/07419325231225441","DOIUrl":"https://doi.org/10.1177/07419325231225441","url":null,"abstract":"There is an expanding body of research focused on exploring inclusive science learning for students with complex support needs. The aim of this qualitative case study was to explore how a research partnership focused on expanding inclusive science learning for students with complex support needs (CSN) could support the learning of a focal student with autism spectrum disorder (ASD) and his general education and special education teachers. We framed the study using critical inclusion and expansive learning frameworks to explore how a new expansive learning space, science-as-practice, was created and supported the learning of both the focal learner and his teachers. Findings suggest that the flexible learning contexts, across and within both his general education and special education classrooms, supported the focal learner in engaging meaningfully in science learning. Furthermore, evidence of his learning helped expand his teachers’ views of science learning for students with CSN.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139592178","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
Training Preservice Teachers to Make Data-Based Decisions: A Comparison of Two Interventions 培训职前教师做出基于数据的决策：两种干预措施的比较
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-01-28 DOI: 10.1177/07419325231222482
Meka N. McCammon, Katie Wolfe, Ruiqin Gao, Angela Starrett
{"title":"Training Preservice Teachers to Make Data-Based Decisions: A Comparison of Two Interventions","authors":"Meka N. McCammon, Katie Wolfe, Ruiqin Gao, Angela Starrett","doi":"10.1177/07419325231222482","DOIUrl":"https://doi.org/10.1177/07419325231222482","url":null,"abstract":"Data-based decision-making, which involves evaluating students’ progress and making instructional decisions, is an integral competency for preservice teachers. Several studies have found that visual aids, such as decision-making models, may be an effective way to train preservice teachers to make instructional decisions. The purpose of this study was to investigate the effects of a decision-making model, with and without supplemental online instruction, on preservice teachers’ accuracy in identifying data patterns and making data-based decisions. Results showed that participants in both the decision-making model only and online training plus decision-making model groups had greater accuracy compared with participants who received no training. However, there were no significant differences between the two treatment groups, suggesting that the decision-making model may stand alone as an effective intervention to train preservice teachers to identify a data-based decision. Implications for research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139939060","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
“Not Sure How to Approach Them the Right Way”: Nondisabled Students’ Perspectives on Friendship With Peers With I/DD "不知道如何以正确的方式接近他们"：非残障学生对与智障/残疾同学交友的看法
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-01-11 DOI: 10.1177/07419325231221215
Zach Rossetti
{"title":"“Not Sure How to Approach Them the Right Way”: Nondisabled Students’ Perspectives on Friendship With Peers With I/DD","authors":"Zach Rossetti","doi":"10.1177/07419325231221215","DOIUrl":"https://doi.org/10.1177/07419325231221215","url":null,"abstract":"Friendships are personally valuable and developmentally important relationships for all people, yet friendships between students with and without intellectual and/or developmental disabilities (I/DD) remain infrequent, even in inclusive settings. Extant research indicates that opportunity barriers may play a more prominent role in friendship development than the social skills of students with I/DD. Furthermore, friendships are reciprocal and mutual relationships involving two or more people. Thus, I situated this study within the social context for friendship rather than focusing only on the skills—and presumed deficits—of students with I/DD. As peers without disabilities are an integral part of that social context, I examined nondisabled students’ perspectives on friendship via four focus group interviews with 44 first to eleventh graders. Thematic findings indicated that students with I/DD were not viewed as potential friends and that students with and without I/DD had few opportunities to interact authentically.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139625988","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
Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts 地方特殊教育管理者对促进农村地区职业发展服务的看法
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-01-07 DOI: 10.1177/07419325231220625
Michele A. Schutz
{"title":"Perceptions of Local Special Education Administrators on Facilitating Career Development Services in Rural Districts","authors":"Michele A. Schutz","doi":"10.1177/07419325231220625","DOIUrl":"https://doi.org/10.1177/07419325231220625","url":null,"abstract":"Local special education administrators (LSEAs) are integral in facilitating career development services for students with disabilities alongside their peers, particularly in rural school districts. This qualitative study explored the perceptions of 12 LSEAs regarding their contributions related to career development for students with disabilities in their rural districts and the factors they perceive to shape their own ability in this area. The emergent grounded theory indicated that LSEAs viewed their own roles in career development to vary widely and compete with other priorities as well as to be contextualized by their knowledge and awareness of opportunities within their districts and communities. Furthermore, LSEAs perceived these roles to be shaped by their collaborations within their districts, their partnerships in the community, the involvement of students’ families, and training and supports available to them. Recommendations for research, practice, and policy with respect to extending the contributions of LSEAs are provided.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139448393","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 Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity 小学阅读干预中的家庭参与：剂量和导师水平异质性的补偿关系
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2024-01-02 DOI: 10.1177/07419325231217313
G. J. Hall, David C. Parker, Peter M. Nelson, Sophia Putzeys
{"title":"Family Involvement in Elementary Reading Intervention: Compensatory Relations to Dosage and Tutor-Level Heterogeneity","authors":"G. J. Hall, David C. Parker, Peter M. Nelson, Sophia Putzeys","doi":"10.1177/07419325231217313","DOIUrl":"https://doi.org/10.1177/07419325231217313","url":null,"abstract":"We used triannual reading curriculum-based measurement of oral reading fluency data from 11,834 students in Grades 2 and 3 enrolled in an evidence-based Tier 2 reading intervention program (Reading Corps) to investigate the extent to which family involvement in the intervention might buffer against a negative effect of lower intervention dosage. The relation between family involvement in Reading Corps and growth in oral reading fluency was stronger when students spent fewer hours in tutoring, suggesting that family involvement in tiered reading intervention can compensate for receiving less intervention dosage. There was noticeable variation in this effect across tutors, suggestive of tutor-level heterogeneity of this relation. The relation between sending family engagement materials to families and the materials that are returned to tutors also substantially varied across tutors. We discuss findings in terms practical significance for school-based academic intervention systems. We highlight limitations and opportunities for future directions as well.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2024-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139452208","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
Pre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices 职前教师对以研究为基础的实践为特色的网站的看法
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-28 DOI: 10.1177/07419325231217522
Lydia A. Beahm, Nina R. Mandracchia, Bryan G. Cook, Austin H. Johnson
{"title":"Pre-Service Teachers’ Perceptions of Websites That Feature Research-Based Practices","authors":"Lydia A. Beahm, Nina R. Mandracchia, Bryan G. Cook, Austin H. Johnson","doi":"10.1177/07419325231217522","DOIUrl":"https://doi.org/10.1177/07419325231217522","url":null,"abstract":"Research-based practices generally improve student outcomes but are not regularly implemented with fidelity in classrooms. Websites that feature research-based practices may be used to improve pre-service teachers’ understanding of the practices; however, little is known about pre-service teachers’ experiences with or perceptions of these websites. The purpose of this study was to evaluate and explore pre-service teachers’ perceptions of content related to one effective strategy, self-monitoring, after reviewing three websites that feature research-based practices (i.e., IRIS, Ci3T, and Intervention Central) to which they were randomly assigned. Results indicate that the 168 participating pre-service teachers increased their perceived understanding of self-monitoring after visiting the websites. In addition, participants identified features of the websites (i.e., videos, real-world examples, implementation guides, assessments, quizzes, resources, and organization) they perceived as helping them understand self-monitoring.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151763","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 Individual Changes in Disability Status and Their Relations to Reading Comprehension Development 探索残疾状况的个体变化及其与阅读理解能力发展的关系
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-28 DOI: 10.1177/07419325231217521
Aleksander Kocaj, Kai S. Cortina, Anita F. Vereb, Joanne F. Carlisle
{"title":"Exploring Individual Changes in Disability Status and Their Relations to Reading Comprehension Development","authors":"Aleksander Kocaj, Kai S. Cortina, Anita F. Vereb, Joanne F. Carlisle","doi":"10.1177/07419325231217521","DOIUrl":"https://doi.org/10.1177/07419325231217521","url":null,"abstract":"This study used data from Michigan schools participating in the Reading First program to examine the stability of students’ disability status in Grades 1 to 3. Reading First aimed to improve at-risk students’ reading comprehension through research-based instruction. We analyzed how changes in students’ disability status were related to reading comprehension growth. The sample consisted of n = 10,196 students from 191 schools who took the Iowa Test of Basic Skills (ITBS) Reading Comprehension subtest. Data were collected from 2003 through 2008. We observed considerable changes in disability status for students with speech–language disorders or a specific learning disability ( n = 1,193). These students had lower achievement levels and made less progress than students without disabilities. Overall, achievement gains did not differ between students with different stability and change patterns in their disability status. However, students changing from speech–language disorders to a specific learning disability demonstrated the smallest achievement gains.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139151439","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
Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics 向数学学习有困难的五年级学生教授有理数概念
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-12-28 DOI: 10.1177/07419325231217315
Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck
{"title":"Teaching Rational Number Concepts to Fifth-Grade Students Who Struggle With Mathematics","authors":"Margaret M. Flores, Vanessa M. Hinton, Kelly B. Schweck","doi":"10.1177/07419325231217315","DOIUrl":"https://doi.org/10.1177/07419325231217315","url":null,"abstract":"This study’s purpose was to examine the effects of the concrete-representational-abstract integrated (CRA-I) sequence on the performance of students who struggled with rational number concepts. Three students in fifth grade participated in the study. The CRA-I intervention was grounded in the principles of explicit instruction and showed rational number concepts related to fractions and decimals using fraction blocks, number lines, base 10 blocks, and coins. Students learned about unit fractions, fraction magnitude, fraction equivalence, addition of fractions with unlike denominators, equivalent decimals, and notation of fractions as decimals. The researchers used a multiple probe across behaviors design and demonstrated a functional relation between CRA-I and three behaviors: decreased fraction estimation error, accuracy in adding fractions with unlike denominators, and accuracy writing fractions as decimals.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":null,"pages":null},"PeriodicalIF":2.4,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139150197","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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