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Remedial and Special Education最新文献

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A Case for Systems Change in Special Education 特殊教育制度变革的案例
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-07-03 DOI: 10.1177/07419325231181385
Julie Taylor, W. Sailor
{"title":"A Case for Systems Change in Special Education","authors":"Julie Taylor, W. Sailor","doi":"10.1177/07419325231181385","DOIUrl":"https://doi.org/10.1177/07419325231181385","url":null,"abstract":"With this position paper, we advance the case for reformation of special education law and praxis. These have undergone mostly incremental changes over the five decades since their inception despite a substantial body of evidence amassed over this period, which points to a major gap between extant policy and praxis, and contemporary cultural ethos and mindset of stakeholders engaged in the mission of special education. We review evidence supporting the need for change, with a particular focus on the continuing practice of segregating students with complex educational support needs. We examine this practice’s contributions to ongoing racial segregation within special education, including intersectionality. We consider the inclusion movement and reasons for its failure to rectify problems with implementing the least restrictive environment mandate in current law. Furthermore, we discuss the importance of mindset and nomenclature as they pertain to students with support needs in considering reformation. Finally, we review relevant theories of systems change and their potential contributions to the process of reformation. We conclude with a suggestion that alternatives to the next reauthorization of the Individuals with Disabilities Education Act (IDEA) be considered in the public policy arena, including a possible conversion of policy and funding to a Title program as one option.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46129876","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
Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems 有或无行为问题中学生的执行功能、感知压力与学习成绩
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-06-15 DOI: 10.1177/07419325231176762
Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, S. Frazier, P. Zelazo, Helen Flores, Jeehyun Park
{"title":"Executive Function, Perceived Stress, and Academic Performance Among Middle Schoolers With and Without Behavior Problems","authors":"Michelle M. Cumming, Rachel Oblath, Yuxi Qiu, S. Frazier, P. Zelazo, Helen Flores, Jeehyun Park","doi":"10.1177/07419325231176762","DOIUrl":"https://doi.org/10.1177/07419325231176762","url":null,"abstract":"Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research investigating these relationships among students with or at risk for EBD, especially during the elevated stress and risk period of middle school, and particularly among racially/ethnically under-represented groups. Therefore, with 118 middle schoolers with or at risk for EBD and typical peers (70% Hispanic/Latinx; 25% Black), we examined group differences and relationships among perceived family, peer, and school stress, EF, and academic outcomes. When compared with their typical peers, students with or at risk for EBD scored lower on EF and academic tasks. For all students, higher EF predicted better academic functioning. Perceived stress was directly and negatively related with EF and indirectly associated with academic outcomes via EF.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42311563","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
Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes 教师和学生成果的COMPASS咨询后绩效反馈的类型和剂量
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-05-03 DOI: 10.1177/07419325231164755
Lindsey N. Ogle, Lisa A. Ruble, Michael D. Toland, J. McGrew
{"title":"Type and Dosage of Performance Feedback Following COMPASS Consultation on Teacher and Student Outcomes","authors":"Lindsey N. Ogle, Lisa A. Ruble, Michael D. Toland, J. McGrew","doi":"10.1177/07419325231164755","DOIUrl":"https://doi.org/10.1177/07419325231164755","url":null,"abstract":"Little is known about differences in dosage or feedback that make teacher coaching effective in relation to teacher and student outcomes. This study builds upon previous research on the Collaborative Model for Promoting Competence and Success (COMPASS) to understand the impact of different types (face-to-face coaching vs. emailed feedback) and dosages (one vs. two or four) of performance feedback compared to receiving no feedback following an initial consultation during which intervention plans were developed. Findings suggest that teacher adherence and student goal-attainment outcomes depend on dosage, not type of coaching. Specifically, having two or four opportunities for performance feedback was significantly better than having none or only one opportunity. Ratings of teacher adherence and student goal attainment delivered via emailed feedback or face-to-face coaching were similar, which may have important implications for cost and efficiency. While preliminary, the results are promising and warrant further research. Implications are also discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42046291","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 Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs 专业发展对有广泛支持需求的学生基于数据的决策的影响
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-04-29 DOI: 10.1177/07419325231164636
Lindsay Ruhter, Meagan Karvonen
{"title":"The Impact of Professional Development on Data-Based Decision-Making for Students With Extensive Support Needs","authors":"Lindsay Ruhter, Meagan Karvonen","doi":"10.1177/07419325231164636","DOIUrl":"https://doi.org/10.1177/07419325231164636","url":null,"abstract":"There is evidence that data-based decision-making (DBDM) can improve outcomes for a wide range of students. However, less is known about how special education teachers are trained to use data to inform instruction that targets academic progress for students with extensive support needs (ESN). The purpose of this systematic literature review was to describe the intervention literature on professional development (PD) on teachers’ use of DBDM for students with ESN. Eight studies were identified. The DBDM interventions primarily targeted teachers’ decision-making related to instruction in individualized curricular goals or academics in functional contexts and were driven by data on isolated skills and concrete decision rules. All but one study documented some improvement in teacher or student outcomes after DBDM PD. Suggestions for future research, limitations of this review, and implications for practice including student progress in the general education curriculum are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47091089","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
Secondary air induced flow structures and mixing in a fixed bed combustor 固定床燃烧室二次风诱导流动结构与混合
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-04-28 DOI: 10.1177/09576509231173010
Awais Junejo, Sergio Chapela, Jacobo Porteiro, Yasir M Al-Abdeli
{"title":"Secondary air induced flow structures and mixing in a fixed bed combustor","authors":"Awais Junejo, Sergio Chapela, Jacobo Porteiro, Yasir M Al-Abdeli","doi":"10.1177/09576509231173010","DOIUrl":"https://doi.org/10.1177/09576509231173010","url":null,"abstract":"Air staging features widely in biomass combustion from small space heaters to industrial-scale moving grate systems. Whilst studies have been conducted into the impact of air staging on emissions a...","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 8","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165913","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 Goal Setting Challenge App: Promoting Self-Determination Through Technology 目标设定挑战应用程序：通过技术促进自我决定
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-04-27 DOI: 10.1177/07419325221147698
Valerie L. Mazzotti, K. Shogren, Jared H. Stewart-Ginsburg, Stephen M. Kwiatek, Mayumi Hagiwara, Danielle Wysenski, Richard Chapman
{"title":"The Goal Setting Challenge App: Promoting Self-Determination Through Technology","authors":"Valerie L. Mazzotti, K. Shogren, Jared H. Stewart-Ginsburg, Stephen M. Kwiatek, Mayumi Hagiwara, Danielle Wysenski, Richard Chapman","doi":"10.1177/07419325221147698","DOIUrl":"https://doi.org/10.1177/07419325221147698","url":null,"abstract":"Promoting student self-determination is recognized as the best practice in secondary transition planning. Few self-determination interventions have utilized technology to provide individualized learning opportunities. The Goal Setting Challenge (GSC) App was developed to provide a technology-based instructional approach to support developing self-determination. The purpose of this single-case study was to evaluate the impact of the GSC App on self-determination knowledge outcomes for students with disabilities and explore the feasibility of students’ use of the App in transition planning over an academic semester. Results were significantly impacted due to the COVID-19 pandemic; however, this created opportunities to explore feasibility during in-person instruction and the unprecedented shift to remote learning. Findings suggest mixed results related to outcomes for student use and feasibility but suggest the possibility of the App providing a student-friendly means for engaging in self-determination instruction during in-person and remote instruction. Limitations and implications for future research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41358770","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: 1
The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills 代表性教学和大种族对学龄前儿童早期算术技能的影响
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-04-06 DOI: 10.1177/07419325231160292
Nicole M. McKevett, Robin S. Codding, Kristin R. Running
{"title":"The Effects of Representational Instruction and The Great Race on Preschoolers’ Early Numeracy Skills","authors":"Nicole M. McKevett, Robin S. Codding, Kristin R. Running","doi":"10.1177/07419325231160292","DOIUrl":"https://doi.org/10.1177/07419325231160292","url":null,"abstract":"Preschool students’ mastery of early numeracy skills is important, so they enter kindergarten with the necessary prerequisite skills, which are predictive of achievement in later elementary grades. The purpose of this study was to examine the effects of a concrete-representational-abstract (CRA) instructional package on the foundational early numeracy skills of three preschool students. A multiple baseline across participants design was employed. Treatment sessions were 15 to 20 minutes long and held twice a week. The primary outcome variable was a measure of match quantity and the generalization outcome variable was a measure of number sequencing. Results indicate that CRA was effective for increasing the match quantity fluency skills of two of three participants; however, the effects did not generalize to number sequencing.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44566704","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
Review of Four Preregistration Registries for Special Education Researchers 四个特殊教育研究人员预注册中心的回顾
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-04-01 DOI: 10.1177/07419325231160293
Jesse I. Fleming, Alan S. McLucas, Bryan G. Cook
{"title":"Review of Four Preregistration Registries for Special Education Researchers","authors":"Jesse I. Fleming, Alan S. McLucas, Bryan G. Cook","doi":"10.1177/07419325231160293","DOIUrl":"https://doi.org/10.1177/07419325231160293","url":null,"abstract":"Preregistration involves researchers publicly registering key study elements before conducting a study to increase the transparency of research and limit the use and impact of questionable research practices. To support special education researchers’ engagement with preregistrations, in this article we provide an overview of preregistration and systematically review four preregistration registries (Open Science Framework, Registry of Efficacy and Effectiveness Studies, AsPredicted, and ClinicalTrials). Each of the registry templates reviewed effectively addresses most questionable research practices and can accommodate a variety of research designs, with the exception of mixed-methods research. Among the benefits of Registry of Efficacy and Effectiveness Studies, Open Science Framework, and ClinicalTrials are the provision of highly specific templates and allowing users to update the preregistration when changes to the original study occur. Researchers can use this review to help select and use a registry that is appropriate for their study design and purpose.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44042336","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: 2
Rethinking Rigor in Multiple Baseline and Multiple Probe Designs 重新思考多基线和多探头设计的严谨性
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-04-01 DOI: 10.1177/07419325221102539
Jennifer R. Ledford, Kathleen N. Zimmerman
{"title":"Rethinking Rigor in Multiple Baseline and Multiple Probe Designs","authors":"Jennifer R. Ledford, Kathleen N. Zimmerman","doi":"10.1177/07419325221102539","DOIUrl":"https://doi.org/10.1177/07419325221102539","url":null,"abstract":"A number of resources are available for evaluating the rigor of single-case designs, including the commonly used multiple baseline design. In this article, we discuss two characteristics commonly cited as necessary for the highest rigor in multiple baseline designs—concurrence and response-guided baseline condition duration. We suggest that both nonconcurrence and response-independent baseline condition duration may be appropriate in some situations. Suggestions for researchers include improved reporting and graphing. Future research is needed to determine experimental differences when these design variations are used.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"154 - 167"},"PeriodicalIF":2.4,"publicationDate":"2023-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46574292","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: 2
Factors Influencing Educational Equity in Online Instruction for Students During Covid-19 新冠肺炎期间影响学生在线教学教育公平的因素
IF 2.4 3区 教育学
Remedial and Special Education Pub Date : 2023-03-31 DOI: 10.1177/07419325231161322
Sudha Krishnan
{"title":"Factors Influencing Educational Equity in Online Instruction for Students During Covid-19","authors":"Sudha Krishnan","doi":"10.1177/07419325231161322","DOIUrl":"https://doi.org/10.1177/07419325231161322","url":null,"abstract":"This qualitative study examined special education teachers’ perceptions of student success in online instruction during the pandemic school closures to isolate the key determinants in the differential student outcomes reported by the teachers. Data were collected from 16 teachers using semi-structured interviews and analyzed using thematic coding. The six themes that emerged from the data were that the key determinants of student outcomes were variables related to teacher, school administrator, district, student, parent, and pedagogy. The study showed that underlying deficit thinking in school professionals, lack of planned support for those parents and students needing the most support, and limited range of teaching practices were responsible for the equity gap seen in the differential student outcomes. Recommendations include training school administrators, providing parent support to access technology, addressing needs of non-English speaking families, expanded pedagogical practices, and planning for students with the most extensive support needs.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":" ","pages":""},"PeriodicalIF":2.4,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48523434","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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