Exceptional Children最新文献

An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-12-18 DOI: 10.1177/00144029241303051

David J. Connor, Scot Danforth, Deborah Gallagher

{"title":"An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education","authors":"David J. Connor, Scot Danforth, Deborah Gallagher","doi":"10.1177/00144029241303051","DOIUrl":"https://doi.org/10.1177/00144029241303051","url":null,"abstract":"The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have refined school and classroom-based practices so that the majority of students with disabilities, with few exceptions, can achieve inclusion. In this paper we emphasize the importance of maintaining an optimistic focus on inclusive education by (1) foregrounding the thinking of activists within the Disability Rights Movement and more recent disability collectives that undergird theories of disability justice and inclusion; (2) centering intersectional experiences of disability; (3) clarifying the intentions of inclusion and dispelling some lingering myths; and (4) describing ways that inclusive classrooms can best serve students with mild to complex and multiple support needs. We conclude with a request to our field to reflect upon and consider Special Education's evolving role in ongoing collaborative development of inclusive education.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"20 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142849101","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

Deeping the Commitment to Our Editorial Vision and Recognizing Areas for Comprehensive Reform in Special Education 深化我们的编辑愿景承诺，认识特殊教育的全面改革领域

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-12-16 DOI: 10.1177/00144029241302399

Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius

引用次数: 0

Ethnoracial Diversity of the Special Educator Workforce Over Time 随着时间的推移，特殊教育人员队伍的种族多样性

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-12-16 DOI: 10.1177/00144029241300526

Elizabeth Bettini, Tuan D. Nguyen, Tammy Ellis-Robinson, Loretta Mason-Williams, Alex Allen-Barrett, Ayana Bass

引用次数: 0

A Descriptive Portrait of the Paraeducator Workforce in Washington State 华盛顿州辅助教育工作者队伍的描述性肖像

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-12-16 DOI: 10.1177/00144029241300518

Roddy J. Theobald, Lindsey Kaler, Elizabeth Bettini, Nathan D. Jones

引用次数: 0

When Being an Expert May Not Be Enough: Understanding the Experiences of Special Education Professionals Parenting Children with Disabilities 当专家可能还不够时：了解特殊教育专业人员养育残疾儿童的经历

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-11-26 DOI: 10.1177/00144029241298240

Ruby Batz, Sheresa Boone Blanchard

{"title":"When Being an Expert May Not Be Enough: Understanding the Experiences of Special Education Professionals Parenting Children with Disabilities","authors":"Ruby Batz, Sheresa Boone Blanchard","doi":"10.1177/00144029241298240","DOIUrl":"https://doi.org/10.1177/00144029241298240","url":null,"abstract":"How do special education-related professionals parenting children with disabilities experience the special education system? This qualitative exploratory study delves into the experiences of 25 mother-educators who are special education-related professionals navigating the special education system for their children with disabilities. Through thematic analysis, our findings elucidate how the special education system perpetuates inequitable practices. The study describes four central themes: (1) the nuanced role of mother-educators’ expertise, (2) the capacity and willingness of school staff to serve children with disabilities, (3) the inherent inequalities within the special education system, and (4) the role of advocacy. Most of these mother-educators could occasionally leverage social, cultural, and economic capital to advocate and secure services for their children. However, despite their ability to leverage such resources and extensive knowledge about their children and the special education system, these mother-educators encountered numerous challenges in advocating for and securing services for their children. We discuss the implications of our findings for federal mandates on family engagement and caution against the deficit-based nature of special education. Furthermore, we propose recommendations for fostering more equitable approaches within the system. This study underscores the need for systemic changes to ensure that all children with disabilities receive the support and services they deserve.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142718396","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

When Good Intentions Go Awry: A Critical Policy Analysis of Equity-Focused Policies Intended to Reduce Racial Disparities in Special Education 好心办坏事：对旨在减少特殊教育中种族差异的公平政策的批判性政策分析

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-11-25 DOI: 10.1177/00144029241292589

Dosun Ko, Dian Mawene, Yehyang Lee, Sumin Lim, Jahyun Yoo

{"title":"When Good Intentions Go Awry: A Critical Policy Analysis of Equity-Focused Policies Intended to Reduce Racial Disparities in Special Education","authors":"Dosun Ko, Dian Mawene, Yehyang Lee, Sumin Lim, Jahyun Yoo","doi":"10.1177/00144029241292589","DOIUrl":"https://doi.org/10.1177/00144029241292589","url":null,"abstract":"In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color in more segregated spaces. To combat this persistent racial injustice within special education practices and programs, policymakers have formulated regulations under the Individuals With Disabilities Education Act (IDEA) aimed at ensuring equal educational opportunities and outcomes for students of color. In particular, the U.S. Department of Education's Office of Special Education Programs introduced 20 State Performance Plan and Annual Performance Report (SPP/APR) indicators in 2004 to monitor states' implementation of IDEA. Building upon an interdisciplinary and intersectional lens informed by the cultural historical approach to disability, critical policy analysis in education, and disability critical race theory, this systematic literature review synthesizes 19 studies investigating local policy actors’ enactment of IDEA policies related to SPP/APR indicators, which were designed to address racial inequities in special education. The findings reveal that local policy actors’ interpretations, negotiations, and implementations of equity-intended special education policies are intricately tied to the situated cultural and political dynamics, making the process multifaceted and deeply contextual.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"39 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713019","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

Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports 预测持续实施二级和三级积极行为干预和支持的因素

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-11-22 DOI: 10.1177/00144029241296123

Angus Kittelman, Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, SoLing So, Heather Peshak George

{"title":"Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, SoLing So, Heather Peshak George","doi":"10.1177/00144029241296123","DOIUrl":"https://doi.org/10.1177/00144029241296123","url":null,"abstract":"Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists examining Tier 2 and 3 behavior support systems. The purpose of this 5-year prospective study was to identify practice, school, and district variables facilitating sustained implementation of Tiers 2 and 3 behavior support systems in schools. The sample included 646 schools implementing positive behavioral interventions and supports (PBIS) across 23 U.S. states. Using structural equation modeling, we found several key variables to be predictive of sustained implementation (sustained implementation and implementation quality) of Tier 2 (Tiers 1 and 2 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor) and Tier 3 behavior support systems (Tier 1 and Tier 3 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor). Implications for how district and school leadership teams can improve sustained implementation of Tiers 2 and 3 behavior support systems are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"25 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690828","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

Situating Ourselves in Coalitions With and for Exceptional Children: Editors’ Introduction 在与特殊儿童合作和为特殊儿童服务的联盟中定位自我：编辑导言

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-09-27 DOI: 10.1177/00144029241273996

Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan

引用次数: 0

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales 我们在衡量谁？资优和天才教师评级量表中的教师效应

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-09-27 DOI: 10.1177/00144029241247035

D. Betsy McCoach, Scott Peters, Anthony J. Gambino, Daniel Long, Del Siegle

引用次数: 0

Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools 旨在提高小学参与度的干预措施的单例效应大小分布

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-30 DOI: 10.1177/00144029241275222

Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler

{"title":"Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools","authors":"Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler","doi":"10.1177/00144029241275222","DOIUrl":"https://doi.org/10.1177/00144029241275222","url":null,"abstract":"Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer demonstration questions (i.e., including a baseline condition) and that were conducted in elementary classroom settings ( N = 131), we calculated log response ratio and within-case standardized mean difference effect sizes for engagement dependent variables to establish benchmarks. We described differences based on study characteristics (functional relation determination, publication status, primacy of outcome), disability status of participants, and implementation characteristics (group size, implementer). Effect sizes (645 A-B comparisons) were heterogenous and varied based on functional relation determination, disability status, and implementation variables. More research is needed about additional variables that might explain heterogenous outcomes, especially for children with autism and behavioral disorders.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"17 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100652","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