Exceptional Children最新文献_第10页

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

When Good Intentions Go Awry: A Critical Policy Analysis of Equity-Focused Policies Intended to Reduce Racial Disparities in Special Education 好心办坏事：对旨在减少特殊教育中种族差异的公平政策的批判性政策分析

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-11-25 DOI: 10.1177/00144029241292589

Dosun Ko, Dian Mawene, Yehyang Lee, Sumin Lim, Jahyun Yoo

{"title":"When Good Intentions Go Awry: A Critical Policy Analysis of Equity-Focused Policies Intended to Reduce Racial Disparities in Special Education","authors":"Dosun Ko, Dian Mawene, Yehyang Lee, Sumin Lim, Jahyun Yoo","doi":"10.1177/00144029241292589","DOIUrl":"https://doi.org/10.1177/00144029241292589","url":null,"abstract":"In the U.S. education system, students of color experience multiple forms of marginalization at the intersection of markers of difference. These injustices manifest in multiple forms, such as higher rates of inappropriate referrals to special education, misidentification, conferring stigmatizing labels, and subsequently placing students of color in more segregated spaces. To combat this persistent racial injustice within special education practices and programs, policymakers have formulated regulations under the Individuals With Disabilities Education Act (IDEA) aimed at ensuring equal educational opportunities and outcomes for students of color. In particular, the U.S. Department of Education's Office of Special Education Programs introduced 20 State Performance Plan and Annual Performance Report (SPP/APR) indicators in 2004 to monitor states' implementation of IDEA. Building upon an interdisciplinary and intersectional lens informed by the cultural historical approach to disability, critical policy analysis in education, and disability critical race theory, this systematic literature review synthesizes 19 studies investigating local policy actors’ enactment of IDEA policies related to SPP/APR indicators, which were designed to address racial inequities in special education. The findings reveal that local policy actors’ interpretations, negotiations, and implementations of equity-intended special education policies are intricately tied to the situated cultural and political dynamics, making the process multifaceted and deeply contextual.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"39 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142713019","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

Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports 预测持续实施二级和三级积极行为干预和支持的因素

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-11-22 DOI: 10.1177/00144029241296123

Angus Kittelman, Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, SoLing So, Heather Peshak George

{"title":"Factors Predicting Sustained Implementation of Tier 2 and Tier 3 Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, Kent McIntosh, Sterett H. Mercer, Rhonda N. T. Nese, SoLing So, Heather Peshak George","doi":"10.1177/00144029241296123","DOIUrl":"https://doi.org/10.1177/00144029241296123","url":null,"abstract":"Sustained implementation of effective behavior support systems and practices is critical for improving academic and behavior outcomes for students with and without disabilities. Although implementation studies have identified variables facilitating sustained implementation of Tier 1 behavior support systems in schools, little research exists examining Tier 2 and 3 behavior support systems. The purpose of this 5-year prospective study was to identify practice, school, and district variables facilitating sustained implementation of Tiers 2 and 3 behavior support systems in schools. The sample included 646 schools implementing positive behavioral interventions and supports (PBIS) across 23 U.S. states. Using structural equation modeling, we found several key variables to be predictive of sustained implementation (sustained implementation and implementation quality) of Tier 2 (Tiers 1 and 2 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor) and Tier 3 behavior support systems (Tier 1 and Tier 3 fidelity in Year 1 and a general Tiers 2 and 3 sustainability factor). Implications for how district and school leadership teams can improve sustained implementation of Tiers 2 and 3 behavior support systems are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"25 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142690828","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

Situating Ourselves in Coalitions With and for Exceptional Children: Editors’ Introduction 在与特殊儿童合作和为特殊儿童服务的联盟中定位自我：编辑导言

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-09-27 DOI: 10.1177/00144029241273996

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

引用次数: 0

Who Are We Measuring? Teacher Effects in Gifted and Talented Teacher Rating Scales 我们在衡量谁？资优和天才教师评级量表中的教师效应

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-09-27 DOI: 10.1177/00144029241247035

D. Betsy McCoach, Scott Peters, Anthony J. Gambino, Daniel Long, Del Siegle

引用次数: 0

Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools 旨在提高小学参与度的干预措施的单例效应大小分布

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-30 DOI: 10.1177/00144029241275222

Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler

{"title":"Single-Case Effect Size Distributions for Interventions Designed to Improve Engagement in Elementary Schools","authors":"Jennifer R. Ledford, Sienna A. Windsor, Jason C. Chow, Paige Bennett Eyler","doi":"10.1177/00144029241275222","DOIUrl":"https://doi.org/10.1177/00144029241275222","url":null,"abstract":"Engagement behaviors are crucial for school success and are often targeted for improvement in school-based interventions. It may be helpful for both researchers and school-based practitioners to understand the likely impacts of interventions on engagement behaviors (e.g., to understand the extent to which engagement behaviors might change with treatment). For single-case studies designed to answer demonstration questions (i.e., including a baseline condition) and that were conducted in elementary classroom settings ( N = 131), we calculated log response ratio and within-case standardized mean difference effect sizes for engagement dependent variables to establish benchmarks. We described differences based on study characteristics (functional relation determination, publication status, primacy of outcome), disability status of participants, and implementation characteristics (group size, implementer). Effect sizes (645 A-B comparisons) were heterogenous and varied based on functional relation determination, disability status, and implementation variables. More research is needed about additional variables that might explain heterogenous outcomes, especially for children with autism and behavioral disorders.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"17 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100652","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

Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors 高能力学生的孤独体验差异：个人和社会背景预测因素

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-30 DOI: 10.1177/00144029241271927

Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren

{"title":"Differences in Loneliness Experiences Among High-Ability Students: Individual and Social Context Predictors","authors":"Alicia Ramos, Nina Steenberghs, Jeroen Lavrijsen, Luc Goossens, Karine Verschueren","doi":"10.1177/00144029241271927","DOIUrl":"https://doi.org/10.1177/00144029241271927","url":null,"abstract":"This study examined the diversity in feelings of loneliness among high-ability students. Individual differences (intelligence level, giftedness label, and personality) and differences in the social context (peer acceptance, peer rejection, victimization, and friendship quantity) of adolescents were considered as predictors of loneliness. Additionally, gender differences were investigated in both the level of loneliness and in the effect of social-context characteristics on loneliness. The sample consisted of 403 students belonging to the top 10% of their age group in terms of cognitive ability ( Mage = 12.4 years, 50.3% males). Variables were measured longitudinally across four time points during two consecutive school years using self-report and peer nominations. Multilevel growth curve analyses revealed that all predictors except giftedness label and peer rejection uniquely predicted loneliness over time. Gender differences were found for the effects of peer rejection and victimization. These findings highlight the diversity of social experiences among high-ability youth and emphasize the importance of both individual and contextual factors in shaping these distinct experiences.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142100651","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

Teacher Attitudes Toward Gifted Students and Gifted Education: The Typologies of Attitudes and Their Predictors 教师对资优学生和资优教育的态度：态度类型及其预测因素

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-21 DOI: 10.1177/00144029241271135

Jae Yup Jung, Jihyun Lee

引用次数: 0

Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children 为抚养自闭症儿童的黑人家庭提供支持的家庭同伴倡导者的经历

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-08-21 DOI: 10.1177/00144029241271151

Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson

{"title":"Experiences of Family Peer Advocates Supporting Black Families Raising Autistic Children","authors":"Jamie N. Pearson, Lonnie D. C. Manns, Jared H. Stewart-Ginsburg, DeVoshia L. Mason Martin, Janelle A. Johnson","doi":"10.1177/00144029241271151","DOIUrl":"https://doi.org/10.1177/00144029241271151","url":null,"abstract":"Professionals play an important role in when and how families access autism services. Black families often experience disparate access to autism services compared to White families. Family Peer Advocates (FPAs) are professionals who have personal experience with the diagnostic process, school-based supports, and community-based services, and provide training and support to families. Understanding the experiences of FPAs may help researchers and practitioners better address the needs of Black autistic children and their families. The purpose of this qualitative study was to explore FPAs’ experiences providing autism-related services and resources for Black families with autistic children. We conducted focus groups with 32 FPAs from two agencies in one southeastern state. Three themes emerged from our inductive data analysis regarding FPA experiences: (a) serving multiple roles; (b) working with “zero resources”; and (c) variations in racial responsivity. Given our findings, we call for FPAs to ensure they are considering and responding to the intersecting impact of race on families’ experiences with autism diagnosis and services.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"6 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142021869","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

“For Whom” and “Under What Conditions” Is MSBI Effective? A Conceptual Replication With High School Students With Autism MSBI 对 "谁 "和 "在什么条件下 "有效？以患有自闭症的高中生为对象的概念验证

IF 2.8 3区教育学

Exceptional Children Pub Date : 2024-07-25 DOI: 10.1177/00144029241259013

Sarah K. Cox, Jenny R. Root, Addie McConomy, Kathryn Davis

{"title":"“For Whom” and “Under What Conditions” Is MSBI Effective? A Conceptual Replication With High School Students With Autism","authors":"Sarah K. Cox, Jenny R. Root, Addie McConomy, Kathryn Davis","doi":"10.1177/00144029241259013","DOIUrl":"https://doi.org/10.1177/00144029241259013","url":null,"abstract":"Replications provide credibility by demonstrating under what conditions experimental findings can be repeated, the premise behind evidence-based practices. Replications in single-case research also investigate generalization of findings across groups. For groups with high variability, such as individuals with autism, assumptions of generalizability should be based on learners who are similar in critical ways. The purpose of this study was to use Coyne et al.'s framework for replication and the next generation guidelines for single-case research to extend understanding of “for whom” and “under what conditions” modified schema-based instruction (an established evidence-based practice for individuals with autism) is effective. In this distal conceptual replication of Root et al., contextual and instructional variables of theoretical and practical importance were intentionally manipulated or maintained and reported to model transparency and support replicability. Four high school students receiving special education under the Individuals With Disabilities Education Act category of autism were taught mathematical and social problem-solving behaviors within the context of percentage-of-change word problems. Researchers used modified schema-based instruction and augmented reality in a one-on-one setting and assessed generalization to purchasing in the food court of a mall biweekly. We frame our discussion around the recommendations for replication research from Coyne et al. and recommendations for single-case research from Ledford et al., concluding with suggestions for future replications that use single-case research designs.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"48 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141764039","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