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Grading secondary vocational education students with disabilities: a national perspective. 中等职业教育残疾学生评分:一个国家视角。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-09-01 DOI: 10.1177/001440299205900107
J W Rojewski, R R Pollard, G D Meers
{"title":"Grading secondary vocational education students with disabilities: a national perspective.","authors":"J W Rojewski,&nbsp;R R Pollard,&nbsp;G D Meers","doi":"10.1177/001440299205900107","DOIUrl":"https://doi.org/10.1177/001440299205900107","url":null,"abstract":"<p><p>A nationwide purposive sample of secondary vocational educators completed a questionnaire that examined practices and perceptions toward grading students with disabilities. A variety of grading methods was reportedly used, but over two-thirds of respondents included a competency-based grading component. An overwhelming majority believed that student effort should be used to determine grades. Two-thirds of vocational educators had never been involved in their students' IEP development. The most common changes teachers have made over time in their grading practices included becoming more flexible and individualized in grading. Overall, teachers displayed moderately positive attitudes toward grading students with disabilities.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 1","pages":"68-76"},"PeriodicalIF":2.8,"publicationDate":"1992-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900107","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12570045","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: 12
The Task Demonstration Model: a concurrent model for teaching groups of students with severe disabilities. 任务示范模型:一种面向重度残疾学生的并行教学模型。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-09-01 DOI: 10.1177/001440299205900106
K G Karsh, A C Repp
{"title":"The Task Demonstration Model: a concurrent model for teaching groups of students with severe disabilities.","authors":"K G Karsh,&nbsp;A C Repp","doi":"10.1177/001440299205900106","DOIUrl":"https://doi.org/10.1177/001440299205900106","url":null,"abstract":"<p><p>This study investigated the use of the Task Demonstration Model (TDM) of group instruction for students with severe or moderate retardation. This model and the Standard Prompting Hierarchy (SPH) were tested against each other (and baseline) across three teachers and groups of students. Results on teacher variables showed that demands and praise were roughly equivalent for both procedures, but prompts were 12 times higher in SPH than in TDM. Data on student variables showed task engagement to be the same for SPH and TDM, percent correct to be 10% higher in TDM, but rate correct to be twice as much in TDM as in SPH.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 1","pages":"54-67"},"PeriodicalIF":2.8,"publicationDate":"1992-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900106","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12568833","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: 10
Teaching children with autism through task variation in physical education. 通过体育教学中的任务变化来教育自闭症儿童。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-09-01 DOI: 10.1177/001440299205900108
R C Weber, J Thorpe
{"title":"Teaching children with autism through task variation in physical education.","authors":"R C Weber,&nbsp;J Thorpe","doi":"10.1177/001440299205900108","DOIUrl":"https://doi.org/10.1177/001440299205900108","url":null,"abstract":"The purpose of the study was to determine whether the technique of task variation (with maintenance tasks interspersed) (TV) is more effective in the acquisition of gross motor skills for students with autism than a constant task (CT) condition in a physical education setting. Subjects were 12 male students with autism, ages 11 to 15 years. The study included pretest-posttest administration of the I CAN assessment of Gross Motor Skills to assess skills such as overhand throw, kick, and vertical jump. After a 6-week treatment period, the TV condition was significantly more effective than the CT condition, at the .05 level.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 1","pages":"77-86"},"PeriodicalIF":2.8,"publicationDate":"1992-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900108","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12570046","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
Making sense of disability: low-income, Puerto Rican parents' theories of the problem. 理解残疾:低收入的波多黎各父母对这个问题的理论。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-09-01 DOI: 10.1177/001440299205900104
B Harry
{"title":"Making sense of disability: low-income, Puerto Rican parents' theories of the problem.","authors":"B Harry","doi":"10.1177/001440299205900104","DOIUrl":"https://doi.org/10.1177/001440299205900104","url":null,"abstract":"<p><p>This article reports findings from an ethnographic study of the views of 12 low-income Puerto Rican parents whose children were classified as learning disabled or mildly mentally retarded. Different cultural meanings of disability and normalcy led parents to reject the notion of disability and focus on the impact of family identity, language confusion, and detrimental educational practices on children's school performance. Parents' views were in line with current arguments against labeling and English-only instruction.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 1","pages":"27-40"},"PeriodicalIF":2.8,"publicationDate":"1992-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205900104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12568831","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: 98
The effects of summarization instruction on text comprehension of students with learning disabilities. 摘要教学对学习障碍学生文本理解的影响。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-05-01 DOI: 10.1177/001440299205800605
M Gajria, J Salvia
{"title":"The effects of summarization instruction on text comprehension of students with learning disabilities.","authors":"M Gajria,&nbsp;J Salvia","doi":"10.1177/001440299205800605","DOIUrl":"https://doi.org/10.1177/001440299205800605","url":null,"abstract":"<p><p>This study examined the effectiveness of a summarization strategy for increasing comprehension of expository prose in students with learning disabilities. Thirty students with learning disabilities from Grades 6 through 9 were randomly assigned to experimental and control groups. In addition, 15 students without disabilities served as a normal comparison group for comprehension. Students in the experimental condition were trained to criterion on five rules of summarization. Direct instruction in the summarization strategy significantly increased reading comprehension of the students in the experimental group. Strategy usage was maintained over time, and students were reported to generalize its use.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"58 6","pages":"508-16"},"PeriodicalIF":2.8,"publicationDate":"1992-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205800605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12759597","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: 112
Specialized instruction within general education: a case study of one elementary school. 通识教育中的专门教学:一所小学的个案研究。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-05-01 DOI: 10.1177/001440299205800610
J R Jenkins, N Leicester
{"title":"Specialized instruction within general education: a case study of one elementary school.","authors":"J R Jenkins,&nbsp;N Leicester","doi":"10.1177/001440299205800610","DOIUrl":"https://doi.org/10.1177/001440299205800610","url":null,"abstract":"<p><p>This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"58 6","pages":"555-63"},"PeriodicalIF":2.8,"publicationDate":"1992-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205800610","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12759601","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
Relationship between measures of adaptive functioning and community adjustment for adults with mental retardation. 成人智障患者适应功能与社区适应的关系。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-05-01 DOI: 10.1177/001440299205800606
K S McGrew, R H Bruininks, M L Thurlow
{"title":"Relationship between measures of adaptive functioning and community adjustment for adults with mental retardation.","authors":"K S McGrew,&nbsp;R H Bruininks,&nbsp;M L Thurlow","doi":"10.1177/001440299205800606","DOIUrl":"https://doi.org/10.1177/001440299205800606","url":null,"abstract":"<p><p>This study investigated the concurrent relations between measures of adaptive/maladaptive behavior and community adjustment in a sample of 239 adults with mild to severe degrees of mental retardation. Using canonical correlation procedures and multidimensional community adjustment measures, the investigators found significant relations between the measures of behavior and several community adjustment dimensions. The results provided evidence for the criterion-related validity of measures of adaptive/maladaptive behavior and suggested that such skills provide an important contribution to community adaptation and to program planning and decision making for individuals with mental retardation.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"58 6","pages":"517-29"},"PeriodicalIF":2.8,"publicationDate":"1992-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205800606","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12759598","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: 12
Legal standards for an appropriate education in the post-Rowley era. 后罗利时代适当教育的法律标准。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-05-01 DOI: 10.1177/001440299205800603
A G Osborne
{"title":"Legal standards for an appropriate education in the post-Rowley era.","authors":"A G Osborne","doi":"10.1177/001440299205800603","DOIUrl":"https://doi.org/10.1177/001440299205800603","url":null,"abstract":"<p><p>In 1982 the U.S. Supreme Court held than an appropriate education under the Individuals with Disabilities Education Act was one that was formulated in accordance with the Act's procedures and that conferred some educational benefit on students with disabilities. Initially, the lower court applied this terminology strictly and approved any proposed individualized education program that conferred even minimal educational benefit. However, later courts began to take a more liberal approach and held that the educational program must confer some meaningful benefit. A careful reading of the Supreme Court's 1982 decision indicates that this recent approach is consistent with Congress's and the Court's intent. The Court never intended to establish one test of appropriateness since it recognized that some flexibility was needed to determine what would be appropriate for a diverse population of students with disabilities.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"58 6","pages":"488-94"},"PeriodicalIF":2.8,"publicationDate":"1992-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205800603","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12459943","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: 24
Generalization of social skills through self-monitoring by adults with mild mental retardation. 轻度智力迟钝成人社交技能的自我监控推广。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-05-01 DOI: 10.1177/001440299205800604
A Misra
{"title":"Generalization of social skills through self-monitoring by adults with mild mental retardation.","authors":"A Misra","doi":"10.1177/001440299205800604","DOIUrl":"https://doi.org/10.1177/001440299205800604","url":null,"abstract":"<p><p>The effects of self-monitoring on generalization and maintenance of social skills were investigated. Participants were one female and two male adults with mild mental retardation. A multiple-baseline-across-subjects design with five phases was employed. After an initial baseline condition, the subjects were trained in individualized social skills. Following return to baseline, subjects were taught to self-monitor their behavior, in both training and natural settings. Finally, the use of the self-monitoring device was faded, and all intervention contingencies were withdrawn for the maintenance phase. Data were collected in the analogue and generalization settings throughout all phases of the study. Self-monitoring assisted in generalization of trained social skills across settings and people; however, maintenance results were variable.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"58 6","pages":"495-507"},"PeriodicalIF":2.8,"publicationDate":"1992-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205800604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12759596","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: 26
Grade retention rates among students with learning disabilities. 学习障碍学生的留级率。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1992-05-01 DOI: 10.1177/001440299205800609
J McLeskey, K L Grizzle
{"title":"Grade retention rates among students with learning disabilities.","authors":"J McLeskey,&nbsp;K L Grizzle","doi":"10.1177/001440299205800609","DOIUrl":"https://doi.org/10.1177/001440299205800609","url":null,"abstract":"<p><p>This study investigated the grade retention of students with learning disabilities. Data were collected on 689 students referred and identified as having learning disabilities during the 1987-88 school year in Indiana. Of these students, 58% had been retained before identification. The results of this investigation suggest that retention is being used as a remediation before labeling a student. Implications of this practice and alternatives to grade retention as a method to address the academic needs of students are discussed.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"58 6","pages":"548-54"},"PeriodicalIF":2.8,"publicationDate":"1992-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299205800609","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"12759600","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: 52
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