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Two approaches to reading instruction with children with disabilities: does program design make a difference? 对残疾儿童进行阅读教学的两种方法:项目设计有影响吗?
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-02-01 DOI: 10.1177/001440299305900404
R E O'Connor, J R Jenkins, K N Cole, P E Mills
{"title":"Two approaches to reading instruction with children with disabilities: does program design make a difference?","authors":"R E O'Connor,&nbsp;J R Jenkins,&nbsp;K N Cole,&nbsp;P E Mills","doi":"10.1177/001440299305900404","DOIUrl":"https://doi.org/10.1177/001440299305900404","url":null,"abstract":"<p><p>This study examined the effects on reading achievement of variation in program design and tested the hypothesis this Distar Reading Mastery's (Engelmann & Bruner, 1988b) demonstrated effects with disadvantaged children in Project Follow Through can be generalized to children with disabilities. We compared the effects of two synthetic phonics reading programs, Direct Instruction (DI) Reading Mastery I and II and Addison Wesley's Meet the Superkids and The Superkids' Club, (Rowland, 1982a, 1982b) for 81 children in transitional kindergarten special education classes. No significant achievement differences were evident for the instructional program either at the end of the treatment year, or on follow-up testing 1 year later. However, among children who made advanced progress, the DI group showed larger reading gains.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 4","pages":"312-23"},"PeriodicalIF":2.8,"publicationDate":"1993-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900404","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19460959","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: 32
History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction. 历史策略教学:问题-解决-效果分析、时间线、词汇教学。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-02-01 DOI: 10.1177/001440299305900405
D Kinder, W Bursuck
{"title":"History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction.","authors":"D Kinder,&nbsp;W Bursuck","doi":"10.1177/001440299305900405","DOIUrl":"https://doi.org/10.1177/001440299305900405","url":null,"abstract":"This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3–6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 4","pages":"324-35"},"PeriodicalIF":2.8,"publicationDate":"1993-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900405","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19460960","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: 21
Transition from school to adulthood: case studies of adults with learning disabilities who dropped out of school. 从学校到成年的过渡:辍学的有学习障碍的成年人的案例研究。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-02-01 DOI: 10.1177/001440299305900406
S Lichtenstein
{"title":"Transition from school to adulthood: case studies of adults with learning disabilities who dropped out of school.","authors":"S Lichtenstein","doi":"10.1177/001440299305900406","DOIUrl":"https://doi.org/10.1177/001440299305900406","url":null,"abstract":"<p><p>In-depth, structured interviews were conducted over a 2-year period with four young adults previously identified as having learning disabilities during their school years. All four had dropped out of high school; but overall, they reported that their early withdrawal was an important and affirming choice in their transition from youth to young adulthood. Themes emerging as noteworthy include their lack of involvement in formal vocational assessment, their own individualized education programs, and adult services. The personal stories and experiences cast doubt on the prevailing opinion that school dropouts are \"losers\" and \"failures.\" In contrast, their stories reveal a serious shortfall in their secondary special education programming and in the overall transition planning process.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 4","pages":"336-47"},"PeriodicalIF":2.8,"publicationDate":"1993-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900406","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19460961","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: 76
Teaching preschool children with disabilities to respond to the lures of strangers. 教学龄前残疾儿童如何应对陌生人的诱惑。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-02-01 DOI: 10.1177/001440299305900403
D L Gast, B C Collins, M Wolery, R Jones
{"title":"Teaching preschool children with disabilities to respond to the lures of strangers.","authors":"D L Gast,&nbsp;B C Collins,&nbsp;M Wolery,&nbsp;R Jones","doi":"10.1177/001440299305900403","DOIUrl":"https://doi.org/10.1177/001440299305900403","url":null,"abstract":"<p><p>An investigation was conducted to determine the effectiveness of a constant-time-delay procedure used in combination with multiple exemplars of strangers, lures, and sites to teach a generalized response to the lures of strangers to four preschool children with disabilities. Although the correct response was quickly acquired in the training site, the response failed to generalize to the probe sites until training was conducted in vivo. Instruction in vivo resulted in acquisition, maintenance, and generalization of the response to strangers' lures. Generalization occurred across probes with novel exemplars of lures, strangers, and sites.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 4","pages":"301-11"},"PeriodicalIF":2.8,"publicationDate":"1993-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900403","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19460958","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: 66
Who becomes an "at-risk" student? The predictive value of a Kindergarten Screening Battery. 谁会成为“有风险”的学生?幼儿园筛选电池的预测价值。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-02-01 DOI: 10.1177/001440299305900407
M Roth, E McCaul, K Barnes
{"title":"Who becomes an \"at-risk\" student? The predictive value of a Kindergarten Screening Battery.","authors":"M Roth,&nbsp;E McCaul,&nbsp;K Barnes","doi":"10.1177/001440299305900407","DOIUrl":"https://doi.org/10.1177/001440299305900407","url":null,"abstract":"<p><p>This study was undertaken to determine whether a preschool screening instrument could predict whether kindergarten students would later be retained, referred to special education, or placed in special education. The results of Early Prevention of School Failure (EPSF) screening on 161 kindergarten students were examined. Students who had been retained, referred to special education, or placed in special education demonstrated significantly lower EPSF pretest scores except in the gross motor modality. All EPSF modalities were statistically significant predictors of students' status; however, other factors such as family support network, preschool experiences, and motivational factors must be considered in evaluating whether a student is \"at risk\" of later school failure.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 4","pages":"348-58"},"PeriodicalIF":2.8,"publicationDate":"1993-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900407","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19460962","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: 39
The pitfalls and promises of special education practice. 特殊教育实践的陷阱与希望。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-10-01 DOI: 10.1177/001440299205900210
A G Hilliard
{"title":"The pitfalls and promises of special education practice.","authors":"A G Hilliard","doi":"10.1177/001440299205900210","DOIUrl":"https://doi.org/10.1177/001440299205900210","url":null,"abstract":"<p><p>It is imperative that special education enable children with disabilities to achieve at high levels. Problems of equity and pedagogical validity have hindered our efforts thus far, and many children of minority cultures are far overrepresented in classrooms for students with learning disabilities and mild mental retardation. Studies have shown the importance of culturally and linguistically inclusive programs and of heterogenous groupings, as well as more effective diagnostic, remedial, and assessment practices. This article discussed a model and basic principles for such techniques to ensure that the educational outcomes of all children are improved.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 2","pages":"168-72"},"PeriodicalIF":2.8,"publicationDate":"1992-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12596841","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: 79
Culturally sensitive instructional practices for African-American learners with disabilities. 非裔美国残疾学生的文化敏感教学实践。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-10-01 DOI: 10.1177/001440299205900204
M E Franklin
{"title":"Culturally sensitive instructional practices for African-American learners with disabilities.","authors":"M E Franklin","doi":"10.1177/001440299205900204","DOIUrl":"https://doi.org/10.1177/001440299205900204","url":null,"abstract":"<p><p>This article discusses the cultural and educational needs of African-American learners with disabilities. Six theoretical assumptions establish some basic suppositions about culturally and linguistically diverse learners and effective instructional practices. A review of the literature describes African-American cultural practices, interests, and cognitive styles; highlights the attitudes, perceptions, and instructional practices of effective teachers of African-American students; and includes patterns of teacher-student and peer-group interactions that promote high academic achievement among African-American learners. Recommendations include organizing teaching, learning, and performance in ways that are compatible with the social structure of African-American students with disabilities.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 2","pages":"115-22"},"PeriodicalIF":2.8,"publicationDate":"1992-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900204","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12596326","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: 69
The use of selected theatre rehearsal technique activities with African-American adolescents labeled "behavior disordered". 使用选定的戏剧排练技术活动与非裔美国青少年标记为“行为障碍”。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-10-01 DOI: 10.1177/001440299205900206
M G Anderson
{"title":"The use of selected theatre rehearsal technique activities with African-American adolescents labeled \"behavior disordered\".","authors":"M G Anderson","doi":"10.1177/001440299205900206","DOIUrl":"https://doi.org/10.1177/001440299205900206","url":null,"abstract":"<p><p>The extensive literature on the overrepresentation of adolescent African-American male learners in classes for students identified as behavior disordered has essentially not addressed the problems caused by teacher reactions to adolescent conversational language use, the qualitative differences in language choices, or the impact of the conversational choices of adolescents on their educational treatment. This article explores how the dramaturgical perspective of selected Theatre Rehearsal Technique (TRT) activities can be used as learning experiences in communication with this student population. If these students gain quantifiable success in their social communication interactions, reassessment of their special education placement might facilitate their entrance into less restrictive educational environments.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 2","pages":"132-40"},"PeriodicalIF":2.8,"publicationDate":"1992-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900206","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12596838","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: 16
Embracing new special education strategies for African-American students. 采用针对非裔美国学生的特殊教育新策略。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-10-01 DOI: 10.1177/001440299205900202
F E Obiakor
{"title":"Embracing new special education strategies for African-American students.","authors":"F E Obiakor","doi":"10.1177/001440299205900202","DOIUrl":"https://doi.org/10.1177/001440299205900202","url":null,"abstract":"D The United States has long regarded its schools as the springboard for personal and societal growth. This goal has somehow eluded many African-American learners, for one reason or another (Aramburo, 1989; Banks, 1986; Chavis, 1989; Cole, 1983; Dent, 1976; Gay, 1981; Gould, 1981; Hilliard, 1989; Johnson, 1976; Jones, 1976, 1978; Obiakor, 1990, 1991; Obiakor & Barker, 1990; Obiakor & Lassiter, 1988; Ogbu, 1988,1990; Samuda, 1975, 1976; Staples, 1984). African Americans continue to struggle, incessantly and painfully, for equal access to quality education. This special issue is intended to continue the national debate on ameliorating the multidimensional problems that confront African-American youth in special education settings. African Americans have been misidentified, misassessed, misdiagnosed, misplaced, and, in some cases, misinstructed. These problems have resulted in advocacy, litigation, and legislation. These actions have been useful in advancing the cause of African-American students. However, as recent issues of Exceptional Children have addressed, special educators and other service providers still fail to reach many at-risk and disadvantaged students who do not fit into any of the recognized categories of exceptionalities. Many notable scholars (Algozzine, Maheady, Sacca, O'Shea, & O'Shea, 1990; Braaten, Kauffman, Braaten, Polsgrove, & Nelson, 1988; Jenkins, Pious, & Jewell, 1990; Liebermann, 1985, 1990; Stainback & Stainback, 1984) have taken part in recent debates and commentaries that have","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 2","pages":"104-6"},"PeriodicalIF":2.8,"publicationDate":"1992-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900202","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12596324","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: 8
Early pregnancy and academic achievement of African-American youth. 早孕和非裔美国青年的学业成就。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-10-01 DOI: 10.1177/001440299205900207
L P Prater
{"title":"Early pregnancy and academic achievement of African-American youth.","authors":"L P Prater","doi":"10.1177/001440299205900207","DOIUrl":"https://doi.org/10.1177/001440299205900207","url":null,"abstract":"<p><p>Competing demands of school and home can thrust adolescent mothers into stressful situations. Meeting the requirements to achieve academically can be a challenge, especially for students previously identified as \"slow learners.\" These students may conclude that academic achievement is an impossibility. How can special educators and service providers help? What environmental variables affect these young mothers' learning capabilities? This study used a case study research approach to study 10 African-American adolescent mothers who were already at risk of dropping out of school programs. Successful strategies to keep these students in school include school-based clinics, teacher training, sex education, and school-community support.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 2","pages":"141-9"},"PeriodicalIF":2.8,"publicationDate":"1992-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900207","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12596840","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: 6
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