Exceptional Children最新文献

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

Characterizing the Special Education Goals of Autistic Students: Latent Class Analysis With Demographic and Developmental Covariates 自闭症学生特殊教育目标的特征：人口统计学和发展协变量的潜在阶层分析

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-05-15 DOI: 10.1177/00144029251331861

Matthew C. Zajic, Juliette Gudknecht, Nancy S. McIntyre

{"title":"Characterizing the Special Education Goals of Autistic Students: Latent Class Analysis With Demographic and Developmental Covariates","authors":"Matthew C. Zajic, Juliette Gudknecht, Nancy S. McIntyre","doi":"10.1177/00144029251331861","DOIUrl":"https://doi.org/10.1177/00144029251331861","url":null,"abstract":"Many autistic children receive special education services via Individualized Education Programs (IEPs) that include specific educational goals and needs. Prior research has examined programming options available to support autistic students, but less is known about their educational needs across academic and developmental educational goals. Additionally, existing approaches have often relied on small studies focused on describing individual goal areas. This study uses data from 551 families from across the United States with an autistic child in grades K-12 and latent class analysis to (a) identify latent, or underlying, subgroups based off multivariate response patterns across educational goals endorsed in six domains (reading, writing, math, language and communication, social skills, behavior), and (b) examine if demographic and developmental covariates predict latent class membership. We identified five latent classes: All Goals (40.49%); Autistic Characteristics (21.63%); Language, Literacy, and Autistic Characteristics (18.99%); Academic (13.94%); and Language and Communication (4.95%). Two covariates—percentage of time spent in general education and adaptive behavior—predicted differences in latent class membership. Findings offer a comprehensive examination into the heterogeneous educational needs of autistic school-age children. Our results emphasize the need for researchers and educators to understand the educational needs of autistic students beyond the presence of an IEP.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"92 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066105","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

Critical Special Education: Navigating Special Education Realities and Working Toward the Ideals of Disability Studies in Education 批判性特殊教育：引导特殊教育现实，努力实现教育中残疾研究的理想

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-05-09 DOI: 10.1177/00144029251336213

Katherine E. Lewis, Erica N. Mason

{"title":"Critical Special Education: Navigating Special Education Realities and Working Toward the Ideals of Disability Studies in Education","authors":"Katherine E. Lewis, Erica N. Mason","doi":"10.1177/00144029251336213","DOIUrl":"https://doi.org/10.1177/00144029251336213","url":null,"abstract":"There are two divergent perspectives about how best to understand and serve students with disabilities: Traditional Special Education and Disability Studies in Education. These fields represent distinct epistemological, theoretical, methodological, and pedagogical ways of understanding education for students with disabilities. Researchers, teachers, and teacher educators are faced with navigating these polarized fields while trying to articulate their own professional identity. Unfortunately, neither perspective alone addresses both the practicalities of navigating existing structures, policies, and practices, and the visionary anti-ableist ideals that will meaningfully address inequities for students with disabilities. In this conceptual paper we offer an alternative, a Critical Special Education framework, which represents the continuum between the two fields. We describe the siloing of Traditional Special Education and Disability Studies in Education, identify the need for an alternative, and outline the tenets of Critical Special Education. This framework leverages aspects of the existing special education structures to reduce harm in the here and now, while simultaneously striving toward the ideals of Disability Studies in Education and creating more just and humanizing education for students with disabilities.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"30 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143930911","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

Preschool Educators’ Perspectives and Experiences Implementing Dual Language Bilingual Education for Emergent Multilinguals with Disabilities 幼儿教育工作者对突发性多语障碍儿童实施双语教育的视角与经验

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-04-22 DOI: 10.1177/00144029251335241

Sultan Kilinc, Nikkia D. Borowski

{"title":"Preschool Educators’ Perspectives and Experiences Implementing Dual Language Bilingual Education for Emergent Multilinguals with Disabilities","authors":"Sultan Kilinc, Nikkia D. Borowski","doi":"10.1177/00144029251335241","DOIUrl":"https://doi.org/10.1177/00144029251335241","url":null,"abstract":"This study examines three preschool educators’ perspectives and experiences implementing Spanish-English dual language bilingual education (DLBE) for young emergent multilinguals with disabilities (EMwDs) for the first time. Inclusive DLBE can provide both linguistic and disability-related support to EMwDs. However, several barriers, such as misconceptions about EMwDs’ bilingualism, the competing nature of educational support for disability and linguistic needs, and inadequate DLBE infrastructure, hinder their access to inclusive DLBE. Given the limited research conducted in DLBE for EMwDs, this study aims to contribute to this underexplored field. We used sociocultural theory and boundary crossing as theoretical frameworks to explore how educators’ new experiences implementing DLBE for EMwDs influenced their perspectives. This study took place in two developmental preschool DLBE classrooms located in an urban school district in Arizona. One bilingual lead teacher, one bilingual paraprofessional, and one monolingual paraprofessional, and their ten culturally, linguistically, and ability diverse students participated in this study. The primary data for this study consisted of 12 semi-structured interviews. The data were analyzed using a constant-comparative method as a recursive and iterative process. The findings revealed that educators’ perspectives evolved from concerns and uncertainty to recognizing benefits as they made sense of their new experiences. The last theme focused on educators’ perspectives and factors impacting the bilingualism of EMwDs. They observed all EMwDs’ developing bilingualism, particularly Spanish-dominant EMwDs. The duration of bilingual exposure and continuation of DLBE were described as some factors impacting EMwDs’ bilingualism.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"71 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143862929","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

Existence and Persistence During Divisive and Uncertain Times 分裂与不确定时期的存在与坚持

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 扩大读写能力：照顾者对有智力和发育障碍的儿童进行读写参与的经验

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 合法的存在吗?为有复杂支持需求的青年提供全纳教育的教师候选人

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 适应成功：考察非明显残疾社区大学生获得住宿对学位完成的影响

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