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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
{"title":"A Critical Appraisal of the Evidence on Racial Disproportionality in Special Education","authors":"Rachel Elizabeth Fish, Kenneth Shores, João M. Souto Maior","doi":"10.1177/00144029251350094","DOIUrl":"https://doi.org/10.1177/00144029251350094","url":null,"abstract":"This essay provides a two-pronged critical assessment of a subset of the literature on racial disproportionality in special education: that which aims to estimate racial disparities among otherwise similar children. This body of research has shown that Black students are less likely than <jats:italic>comparable</jats:italic> White students to receive special education, and has been interpreted by many to mean that current policies meant to reduce Black over-representation may be exacerbating inequality. Our essay argues that this subset of research has fundamental limitations in its covariate adjustment practices and its data quality, making “under-representation” findings questionable. We argue that caution and further study are needed for an accurate understanding of the nature of racial disproportionality in special education.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"84 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144629819","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
“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
{"title":"“Well, Those Students Have a Name:” Special Educators’ Beliefs About Students Labeled With Emotional/Behavioral Disorders","authors":"Hannah Morris Mathews, Lindsey Kaler, Malavika Ragunathan, Elizabeth Bettini, Kathryn M. Meyer","doi":"10.1177/00144029251350065","DOIUrl":"https://doi.org/10.1177/00144029251350065","url":null,"abstract":"Teachers’ beliefs influence the educational experiences they provide for students with disabilities. Furthermore, beliefs are highly contextualized, necessitating careful attention to the contexts in which they are developed and deployed. Informed by DisCrit, we employed narrative analysis to explore the beliefs of five special educators working in self-contained settings serving students labeled with emotional and behavioral disabilities (EBD). We identified two distinct beliefs profiles—asset-oriented and deficit-oriented—and one profile that drew on both asset- and deficit-oriented beliefs. Teachers’ beliefs about students labeled with EBD informed how they made sense of the purpose of special education and the roles they should take up in pursuit of that purpose. Findings have implications for teacher education and development efforts.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"52 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144513240","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
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 ( <jats:italic>n</jats:italic> = 30) to receive either a UDL or a traditional form of their 4-day workshop. Averaging across all students ( <jats:italic>n</jats:italic> = 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 <jats:italic>decolonizing agency</jats:italic> 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
{"title":"A Refusal to Normalize Homogeneity, Inequity, and Exclusion in Special Education","authors":"Kathleen King Thorius","doi":"10.1177/00144029251342416","DOIUrl":"https://doi.org/10.1177/00144029251342416","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144193091","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
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: <jats:italic>All Goals</jats:italic> (40.49%); <jats:italic>Autistic Characteristics</jats:italic> (21.63%); <jats:italic>Language, Literacy, and Autistic Characteristics</jats:italic> (18.99%); <jats:italic>Academic</jats:italic> (13.94%); and <jats:italic>Language and Communication</jats:italic> (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
{"title":"Existence and Persistence During Divisive and Uncertain Times","authors":"Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius","doi":"10.1177/00144029251323745","DOIUrl":"https://doi.org/10.1177/00144029251323745","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"51 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653823","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
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