Exceptional Children最新文献

Working Conditions and Instructional Decision-Making Among Special Educators Teaching Elementary Students with Emotional/Behavioral Disorders 情绪/行为障碍小学生特殊教育工作者的工作条件与教学决策

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-24 DOI: 10.1177/00144029261438017

Jennifer Lillis, Elizabeth Bettini, David J. Peyton, Martha Lorena Hernández Flores, Tashnuva Shaheen, Ana Bianca Santos, Daisy Pua, Germaine Koziarski, Alexi Themelis

{"title":"Working Conditions and Instructional Decision-Making Among Special Educators Teaching Elementary Students with Emotional/Behavioral Disorders","authors":"Jennifer Lillis, Elizabeth Bettini, David J. Peyton, Martha Lorena Hernández Flores, Tashnuva Shaheen, Ana Bianca Santos, Daisy Pua, Germaine Koziarski, Alexi Themelis","doi":"10.1177/00144029261438017","DOIUrl":"https://doi.org/10.1177/00144029261438017","url":null,"abstract":"Growing research indicates working conditions can facilitate or constrain special education teachers’ (SETs) instructional quality. However, prior studies provide limited insight into how working conditions shape instruction—how SETs’ responsibilities and resources contribute to their decisions as they plan for and provide instruction. We conducted a mixed methods study to explore how working conditions shape instructional decision-making among nine elementary SETs serving students with emotional/behavioral disorders. Using a convergent parallel mixed methods design, we brought together quantitative data on the quality of SETs’ reading lessons with qualitative data on their working conditions and instructional decision-making. Our findings highlight the complexity of SETs’ instructional decisions: When deciding what or how to teach, they were not simply identifying an evidence-based practice that matched individual student learning needs. Rather, each instructional decision required them to simultaneously navigate (a) students’ complex academic and social-emotional strengths and support needs, (b) paraeducator availability and skill, and (c) available instructional resources. Their decisions were shaped by the interplay of these factors. Results have implications for how school leaders can support SETs to make more effective instructional decisions, and thereby improve instruction for students with disabilities.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"54 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147743966","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

Does the Early Bird Catch the Label? Relative Age Effects in the Assessment of Special Educational Needs and ADHD: Evidence from Germany 早起的鸟儿会得到标签吗？特殊教育需要和ADHD评估的相对年龄效应：来自德国的证据

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-20 DOI: 10.1177/00144029261441922

Janka Goldan, Franz G. Westermaier

{"title":"Does the Early Bird Catch the Label? Relative Age Effects in the Assessment of Special Educational Needs and ADHD: Evidence from Germany","authors":"Janka Goldan, Franz G. Westermaier","doi":"10.1177/00144029261441922","DOIUrl":"https://doi.org/10.1177/00144029261441922","url":null,"abstract":"This study investigates the causal effect of relative age at school entry on the likelihood of being identified with special educational needs (SEN) or diagnosed with attention deficit/hyperactivity disorder (ADHD) in Germany. Drawing on representative data from the National Assessment Studies (IQB) for Grades 4 and 9, we use a two-stage least squares (2SLS) instrumental variable approach, leveraging exogenous variation in school starting age created by state-specific enrollment cutoff dates. Results indicate that relatively younger students within a grade cohort are significantly more likely to be classified with SEN, particularly in the domains of learning and developmental disorders, with effects being more pronounced in Grade 9 than in Grade 4. Similarly, we find robust evidence of a relative age effect on ADHD diagnoses in Grade 4, although this effect diminishes by Grade 9. The findings suggest that age-related maturity differences systematically influence assessment and diagnostic decisions. Our results highlight the need for developmentally sensitive and bias-mitigating assessment practices that do not rely solely on teacher judgments, in order to avoid misclassification and ensure educational equity.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"23 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147719922","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

Early Childhood Special Education Teachers’ Use of Trauma-Informed, Equity-Centred Practices 幼儿特殊教育教师使用创伤知情，公平为中心的做法

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-15 DOI: 10.1177/00144029261427957

Mia Chudzik, Abby Hardy, Catherine Corr

引用次数: 0

“Check[ing] My Needs at the Door:” White Saviorism and Ableism in Educators’ Talk About Working Conditions “在门口检查我的需求：”教育工作者谈论工作条件时的白人救世主主义和残疾主义

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-15 DOI: 10.1177/00144029261434717

Kathryn M. Meyer, Norma P. Urquiza, Ayana Bass, Elizabeth Bettini

引用次数: 0

Adaptation and Multi-Methods Validation of the Cultural Self-Efficacy Scale in Early Intervention (CSES-EI) 早期干预文化自我效能量表的适应与多方法验证

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-09 DOI: 10.1177/00144029261433795

James D. Lee, Veronica Y. Kang, Sean Joo, Adriana Kaori Terol, Sehee Jung, Yuanchen Kuo, Hedda Meadan

{"title":"Adaptation and Multi-Methods Validation of the Cultural Self-Efficacy Scale in Early Intervention (CSES-EI)","authors":"James D. Lee, Veronica Y. Kang, Sean Joo, Adriana Kaori Terol, Sehee Jung, Yuanchen Kuo, Hedda Meadan","doi":"10.1177/00144029261433795","DOIUrl":"https://doi.org/10.1177/00144029261433795","url":null,"abstract":"It is widely known that marginalized families of young children with disabilities have inequitable access to evidence-based practices within publicly funded systems of care, such as the Part C early intervention (EI) system. One factor contributing to this inequality is providers’ limited cultural self-efficacy, which can be defined as the confidence and competence to engage effectively with families from different cultural or linguistic backgrounds than their own. However, little is known about how to assess cultural self-efficacy specifically among EI providers. Therefore, this study aimed to adapt and validate the Cultural Self-Efficacy Scale in Early Intervention (CSES-EI), a scale to assess EI providers’ cultural self-efficacy when working with marginalized families. We used a modified Delphi method to adapt 32 items from an original scale into the CSES-EI. A total of 201 EI providers from diverse professional backgrounds completed the survey. Data analysis involved exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and multiple regression to assess the reliability, validity, and underlying structure of the scale. The CSES-EI demonstrated strong internal consistency (α = .91, ω = .94) and a three-factor structure accounting for 47.9% of the variance. Thematic analysis of open-ended responses revealed that EI providers emphasized family-centered coaching, cultural competence, and the need for flexibility when working with marginalized families. Findings underscore the importance of culturally responsive practices in EI and suggest that professional development targeting cultural efficacy is essential for improving service delivery with diverse populations. This validated tool provides a foundation for assessing and enhancing cultural self-efficacy among EI providers.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"35 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-04-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147635990","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

Professional Opportunities 专业的机会

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-01 DOI: 10.1177/001440298004700115

引用次数: 0

The Handicapped Children's Early Education Program 残疾儿童早期教育项目

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-01 DOI: 10.1177/001440298004700102

William W. Swan

引用次数: 0

Dedication: Harley Z. Wooden 献词：哈利·z·伍登

IF 2.8 3区教育学