Exceptional Children最新文献

IDEA at 50—Progress, Equity, and the Work Ahead IDEA成立50周年——进步、公平和未来工作

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-08-25 DOI: 10.1177/00144029251367473

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

引用次数: 0

Intersectional Field Analysis: Conceptualizing Immigrant Families’ Encounters with Special Education Power 交叉场域分析：移民家庭遭遇特殊教育权力的概念化

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-08-12 DOI: 10.1177/00144029251363836

Ankita Bhattashali, Zachary A. McCall

引用次数: 0

Special Education Personnel Attrition in Pennsylvania 宾夕法尼亚州特殊教育人员的流失

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-08-12 DOI: 10.1177/00144029251350069

Allison F. Gilmour, Equia Aniagyei-Cobbold, Roddy Theobald

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When Is It OHI? A Review of Case Law Decisions for OHI - ADHD Eligibility 什么时候是OHI？对OHI - ADHD资格的判例法判决的回顾

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-07-29 DOI: 10.1177/00144029251360445

Tara Kulkarni, Elizabeth L. Shaver, Thuy Nguyen, Edvin Pepic, Evie M. Harter, Amanda L. Sullivan

{"title":"When Is It OHI? A Review of Case Law Decisions for OHI - ADHD Eligibility","authors":"Tara Kulkarni, Elizabeth L. Shaver, Thuy Nguyen, Edvin Pepic, Evie M. Harter, Amanda L. Sullivan","doi":"10.1177/00144029251360445","DOIUrl":"https://doi.org/10.1177/00144029251360445","url":null,"abstract":"Educators, families, and policy actors rely on federal and state special education law to inform many decision-making processes. Vague eligibility criteria within the laws can result in conflict between school districts and parents. Resulting due process hearing decisions can have important implications for future practice. One area of particular ambiguity and inconsistency is the disability category—other health impairment—for which students with attention-deficit/hyperactivity disorder may qualify. We examined outcomes of cases regarding disputes about eligibility for other health impairment where attention-deficit/hyperactivity disorder was considered, including judges’ decisions, rationales, and factors influencing their decision-making, as well as trends over time and location. The systematic search process yielded 202 relevant cases wherein the majority of judges’ decisions (67%) were in favor of the school district, often citing educational need, or lack thereof, in their rationale. The second most common rationale was the evaluation itself being deemed (in)appropriate. Parents who had an expert witness were almost four times more likely to prevail in their cases. We discuss implications for parents, practitioners, and policy.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"26 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144748206","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

A Critical Appraisal of the Evidence on Racial Disproportionality in Special Education 特殊教育中种族不均衡证据的批判性评价

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-07-15 DOI: 10.1177/00144029251350094

Rachel Elizabeth Fish, Kenneth Shores, João M. Souto Maior

引用次数: 0

“Well, Those Students Have a Name:” Special Educators’ Beliefs About Students Labeled With Emotional/Behavioral Disorders 好吧，这些学生有一个名字：“特殊教育者对被贴上情绪/行为障碍标签的学生的看法。

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-06-27 DOI: 10.1177/00144029251350065

Hannah Morris Mathews, Lindsey Kaler, Malavika Ragunathan, Elizabeth Bettini, Kathryn M. Meyer

引用次数: 0

The Effects of Universal Design for Learning on Fifth-Grade Puberty Instruction to Enable Accessibility for Students with Disabilities 通用学习设计对五年级青春期教学的影响：为残疾学生提供无障碍学习环境

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-06-25 DOI: 10.1177/00144029251350061

Sarah L. Curtiss, Melissa Stoffers, Amy Brown, Philinda Mindler

{"title":"The Effects of Universal Design for Learning on Fifth-Grade Puberty Instruction to Enable Accessibility for Students with Disabilities","authors":"Sarah L. Curtiss, Melissa Stoffers, Amy Brown, Philinda Mindler","doi":"10.1177/00144029251350061","DOIUrl":"https://doi.org/10.1177/00144029251350061","url":null,"abstract":"Puberty education is a widely accepted, critical component of sex education, yet little is known about its instruction. Universal Design for Learning (UDL) is a promising pedagogical approach for meeting the needs of diverse learners in the puberty classroom especially students with disabilities. This community-based participatory research project partnered with a community organization that provides 4-day puberty workshops to randomly assign schools ( n = 30) to receive either a UDL or a traditional form of their 4-day workshop. Averaging across all students ( n = 2,054), there were significant differences in knowledge scores between pre- and post-tests. Using hierarchical linear models, we identified that there were no differences between conditions for students’ knowledge, but there were differences in students’ sense of self-competence such that students who received the UDL version of the workshop reported higher self-competence. For both outcomes, there were no associations between condition assignment and Title 1 school status or the percentage of children with disabilities at the school. Although educators had high rates of fidelity when implementing the UDL version of the workshop, and they felt it facilitated participation, they struggled with multiple forms of representation, classroom management, and technology. This study suggests that a brief puberty workshop can have an immediate effect on students’ knowledge, and that UDL impacts students’ sense of self-competence.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"24 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513355","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

Decolonizing Agency: A Framework for an Inclusive Co-Design of Behavioral Support Systems in Indigenous Land 非殖民化机构：土著土地行为支持系统包容性共同设计框架

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-06-23 DOI: 10.1177/00144029251350059

Dian Mawene, Aydin Bal, Dosun Ko, Linda Orie, Elizabeth Schrader, Jahyun Yoo

{"title":"Decolonizing Agency: A Framework for an Inclusive Co-Design of Behavioral Support Systems in Indigenous Land","authors":"Dian Mawene, Aydin Bal, Dosun Ko, Linda Orie, Elizabeth Schrader, Jahyun Yoo","doi":"10.1177/00144029251350059","DOIUrl":"https://doi.org/10.1177/00144029251350059","url":null,"abstract":"Racial disproportionality in special education and school discipline remains a persistent social justice issue in the U.S. education system. Drawing from a 4-year-long school-community-university partnership within an Anishinaabe Band of Ojibwe in northern Wisconsin, we propose a theoretical and practical framework called decolonizing agency to address racial disproportionality through systemic transformation. Decolonizing agency transcends the recognition and utilization of others’ support in solving wicked education problems. It requires policy actors to draw from the historical legacies of oppression, racism, and systemic racial violence embedded within everyday schooling routines. It also entails surpassing epistemic ignorance to understand inequity problems, shifting from an individual approach to a systemic one. Lastly, the decolonizing agency demands that policy actors and educators center the epistemology, ontology, and value system of families, communities, and students from historically marginalized backgrounds as the knowledge producers. Informed by data and theory, we suggest six dimensions of decolonizing agency as core principles that educators and policy actors across decision-making levels can adopt to address their unique inequity issues.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"46 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144341053","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

“This is me”: Using Bronfenbrenner's Systems Model to Prioritize Student and Stakeholders’ Voices in the Co-Design of Individualized Education Programs

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-06-18 DOI: 10.1177/00144029251350074

Melissa Fanshawe

{"title":"“This is me”: Using Bronfenbrenner's Systems Model to Prioritize Student and Stakeholders’ Voices in the Co-Design of Individualized Education Programs","authors":"Melissa Fanshawe","doi":"10.1177/00144029251350074","DOIUrl":"https://doi.org/10.1177/00144029251350074","url":null,"abstract":"Individualized Education Programs (IEPs) are used to document the needs of students with disabilities and outline provisions with which to support access and inclusion in educational settings. However, often the programs focus on students’ specific needs rather than giving agency to students or considering how wider ecosystems impacts students’ ownership of learning. This study adopted Bronfenbrenner's Systems Model (BSM) to support two Australian general secondary education students with low vision to identify factors which impacted access and participation in the process of codesigning their IEPs. Using Bronfenbrenner's Systems Model (BSM) both students were able to identify factors which impacted access and participation in their educational context. Additionally, the model was useful to gain information about their learning needs from pertinent stakeholders within their ecosystem. Results from the two case studies show positive benefits from using the Systems Model within the educational context to give voice to the individual student and to understand intersecting factors impacting students with disability in their education contexts. Information gained from the IEP co-design process, using the BSM, can be used to personalize the student's learning in educational contexts.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"12 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144319324","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

A Refusal to Normalize Homogeneity, Inequity, and Exclusion in Special Education 拒绝将特殊教育中的同质性、不平等和排斥现象正常化

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-05-30 DOI: 10.1177/00144029251342416

Kathleen King Thorius

引用次数: 0