Exceptional Children最新文献

Existence and Persistence During Divisive and Uncertain Times

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-03-19 DOI: 10.1177/00144029251323745

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

引用次数: 0

Expanding Literacy: Caregiver Experiences With Literacy Engagement for Their Children With Intellectual and Developmental Disabilities

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-03-17 DOI: 10.1177/00144029251317014

Carly A. Roberts, Alison Wilhelm, Bailey Allred, Roxanne F. Hudson

{"title":"Expanding Literacy: Caregiver Experiences With Literacy Engagement for Their Children With Intellectual and Developmental Disabilities","authors":"Carly A. Roberts, Alison Wilhelm, Bailey Allred, Roxanne F. Hudson","doi":"10.1177/00144029251317014","DOIUrl":"https://doi.org/10.1177/00144029251317014","url":null,"abstract":"Historically, research exploring the literacy experiences of learners with intellectual and developmental disabilities (IDD) has prioritized systematic, multicomponent instruction that emphasizes the development of traditional reading and writing skills. However, this approach may inadvertently facilitate literacy gatekeeping and limit opportunities for literacy learning that focuses on meaning making for students who do not demonstrate specific, conventional reading, writing, and communication skills. To explore conceptions of literacy beyond these traditional frameworks, in this interpretivist, qualitative study, we leveraged a multiliteracies framework and the concept of presumption of competence to interview 24 parents of elementary children with IDD to learn about their child’s literacy engagement, definitions of literacy, and family literacy practices. Our findings highlight how caregivers had traditional framings of literacy when describing their definition of literacy but went on to describe more expansive representations of literacy in their home literacy experiences. These activities went beyond traditional framings of literacy activities for learners with IDD and included: (a) communication and connection, (b) environmental access, (c) embracing music and the arts, and (d) culture and community. Implications for research and practice to improve literacy learning for students with IDD are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"183 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640751","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

Rightful Presence? Teacher Candidates Navigating Inclusive Education for Youth With Complex Support Needs

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-03-12 DOI: 10.1177/00144029251317029

Amanda L. Miller, Mary Curran Mansouri, Lindsay C. Ruther, Jennifer A. Kurth, Mary E. Morningstar, Samantha Gross Toews, Courtney L. Wilt, Marco Andreoli

引用次数: 0

Accommodating Success: Examining the Effects of Accessing Accommodations on Degree Completion Among Community College Students With Non-Apparent Disabilities

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-02-21 DOI: 10.1177/00144029251318568

Jennifer A. Freeman

{"title":"Accommodating Success: Examining the Effects of Accessing Accommodations on Degree Completion Among Community College Students With Non-Apparent Disabilities","authors":"Jennifer A. Freeman","doi":"10.1177/00144029251318568","DOIUrl":"https://doi.org/10.1177/00144029251318568","url":null,"abstract":"This study leverages the Texas Statewide Longitudinal Data System to examine the characteristics of community college students with non-apparent disabilities who access disability accommodations, including students with learning disabilities (LD), other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). Additionally, it explores the association between accessing accommodations, the timing of initial access, and the completion of certificates, associate degrees, and vertical transfers. The analysis includes eight cohorts of students who graduated from Texas public high schools between the 2006–2007 and 2013–2014 academic years, representing approximately 28,840 students. Findings reveal that students with LD and OHI consistently show a higher likelihood of degree completion and vertical transfers when they access accommodations, regardless of which semester these supports are initially accessed. Conversely, no significant association exists between accessing accommodations and completion outcomes for students with EBD. For students with ASD, those who delay accessing accommodations until their fourth semester or beyond are less likely to complete a degree or transfer. The findings underscore the need for timely and appropriate accommodations to support academic success and highlight the importance of policies and practices that ensure equitable access to these supports.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"82 2 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143470629","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

Examining STEM Preferences in Autistic Students: The Role of Contextual Support, Self-Efficacy, and Outcome Expectations

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-01-24 DOI: 10.1177/00144029241312777

Hyejung Kim, Mack Ottens, Matthew Jacob, Xingye Qiao

{"title":"Examining STEM Preferences in Autistic Students: The Role of Contextual Support, Self-Efficacy, and Outcome Expectations","authors":"Hyejung Kim, Mack Ottens, Matthew Jacob, Xingye Qiao","doi":"10.1177/00144029241312777","DOIUrl":"https://doi.org/10.1177/00144029241312777","url":null,"abstract":"Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11th grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"19 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030916","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

An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education 致学界的一封公开信：思考特殊教育在发展全纳教育中的协同作用

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