Exceptional Children最新文献_第2页

Research and Advocacy for Rightful Education 正义教育的研究与倡导

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-08-20 DOI: 10.1177/00144029261478736

P. Martínez-Álvarez, A. L. Sullivan, K. A. K. Thorius, E. J. Lindo

引用次数: 0

Special and General Educator Working Conditions During and After COVID-19 特殊和普通教育工作者在COVID-19期间和之后的工作条件

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-08-14 DOI: 10.1177/00144029261475487

Tuan D. Nguyen, María Giani, Lindsey Kaler, Christopher Redding, Elizabeth Bettini

{"title":"Special and General Educator Working Conditions During and After COVID-19","authors":"Tuan D. Nguyen, María Giani, Lindsey Kaler, Christopher Redding, Elizabeth Bettini","doi":"10.1177/00144029261475487","DOIUrl":"https://doi.org/10.1177/00144029261475487","url":null,"abstract":"The onset of the COVID-19 pandemic in March 2020 was highly disruptive to the ways in which students and teachers experienced school. While nearly all schools responded to the start of the pandemic by shifting to virtual instruction, the return to in-person and hybrid learning formats was highly variable across states, schools, and school stakeholders, particularly for students with disabilities and their teachers. Motivated by intersectional professional vulnerability theory, we documented nuanced differences in special and general educators’ working conditions, particularly as related to their experiences of learning modality and instructional experiences, in spring 2020 (i.e., the onset of the pandemic) and the subsequent 2020–2021 school year, depending on the schools in which they worked and the students their schools served. Using descriptive and regression analyses with nationally representative data from the National Teacher and Principal Survey, we found that special education teachers had different experiences of their roles during and after the onset of the COVID-19 pandemic compared to general education teachers, though these differences did not translate into observed differences in satisfaction.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"3 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-08-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148728710","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

An Examination of Goals Set by Secondary Students: Relationships Between Goal Type and Goal Attainment by Disability Status and Race/Ethnicity 中学生目标设定的考察：目标类型与残疾状况、种族/民族目标达成的关系

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-08-04 DOI: 10.1177/00144029261471336

Beth Feuer, Jessica Toste, Karrie Shogren, Elizabeth J. Hart

{"title":"An Examination of Goals Set by Secondary Students: Relationships Between Goal Type and Goal Attainment by Disability Status and Race/Ethnicity","authors":"Beth Feuer, Jessica Toste, Karrie Shogren, Elizabeth J. Hart","doi":"10.1177/00144029261471336","DOIUrl":"https://doi.org/10.1177/00144029261471336","url":null,"abstract":"Students with disabilities continue to experience disparities in school and postschool outcomes compared with their peers without disabilities. These disparities are further exacerbated for students of color with disabilities. Previous studies have demonstrated associations of self-determination with positive academic, goal attainment, and other transition outcomes. However, differences may exist by race/ethnicity with regard to the operational definition of self-determination, and systemic racism and ableism in schools can impact the enactment of self-determination. Thus, interventions for promoting self-determination aligned with students’ needs and values are required to mitigate systemic barriers that impede student outcomes. To inform this need, the present study analyzed data derived using the Self-Determined Learning Model of Instruction (SDLMI), an evidence-based, multicomponent intervention, to examine differences in goal setting and attainment for students with and without disabilities by race/ethnicity in inclusive secondary education classes. The results demonstrate differences in the types of academic goals set by students with and without disabilities by race/ethnicity using the SDLMI and in student–teacher ratings of goal attainment by teacher race and student race/ethnicity. Implications for research and practice are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"44 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-08-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148693376","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

South Asian Parents’ Perspectives on Advocacy, Knowledge, and Community Belonging Through the SAATHI Transition-Focused Parent Training 南亚父母通过SAATHI以过渡为重点的父母培训对宣传、知识和社区归属感的看法

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-06-30 DOI: 10.1177/00144029261461085

Sehrish Shikarpurya, Anjali Sheth, Amrina Rangar, Carlos Williams

{"title":"South Asian Parents’ Perspectives on Advocacy, Knowledge, and Community Belonging Through the SAATHI Transition-Focused Parent Training","authors":"Sehrish Shikarpurya, Anjali Sheth, Amrina Rangar, Carlos Williams","doi":"10.1177/00144029261461085","DOIUrl":"https://doi.org/10.1177/00144029261461085","url":null,"abstract":"Racially minoritized parents frequently face systemic barriers in accessing and navigating equitable supports needed to effectively plan for their child's future after high school. Culturally adapted, transition-focused parent education interventions offer a promising approach to addressing the persistent knowledge and advocacy gaps that these families often encounter. This qualitative study explores the perspectives of six South Asian parents of children and youth with intellectual and developmental disabilities (IDD) who participated in South Asians Accessing Transition and Higher Education Inclusion (SAATHI), a culturally informed, community-based parent training designed to enhance transition-related knowledge, strengthen advocacy skills, and foster a sense of community belonging. Findings indicate that SAATHI enhanced parents’ confidence and capacity to navigate transition planning, engage with schools and adult service systems, and advocate more effectively. Parents also emphasized the critical role of culturally affirming training curricula, peer connections, and practical strategies for collaborating with schools and service providers. Implications for research and practice are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"7 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148355634","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

Disproportionality of Emergent Multilingual Learners in Special Education: School Context, Language Supports, and Labeling Practices 特殊教育中突发性多语学习者的不成比例：学校背景、语言支持和标签实践

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-06-26 DOI: 10.1177/00144029261460198

Rebecca A. Cruz, Andrea L. Ochoa, Logan McDermott, Alexandra E. Shelton

{"title":"Disproportionality of Emergent Multilingual Learners in Special Education: School Context, Language Supports, and Labeling Practices","authors":"Rebecca A. Cruz, Andrea L. Ochoa, Logan McDermott, Alexandra E. Shelton","doi":"10.1177/00144029261460198","DOIUrl":"https://doi.org/10.1177/00144029261460198","url":null,"abstract":"Despite vast improvements in language rights and educational equity afforded through the legacy of the Lau v. Nichols decision, emergent multilingual learners’ educational trajectories often differ from those for whom English is a primary language. Prior research indicates that emergent multilingual learners are more likely to be placed into special education in later grades, compared to peers. There is, however, a paucity of research on how school context influences special education classification for those labeled as English Learners (ELs), and many studies cannot identify impacts over time. In this study, we leveraged longitudinal student data to analyze disproportionate representation of emergent multilingual learners, both in special education and in specific disability categories, given school contextual considerations, (e.g., school composition, presence of a school-wide transitional bilingual program). We found that emergent multilingual learners were underrepresented in special education in early years, compared to those not labeled as ELs, and twice as likely to be placed into special education—particularly for specific learning disability—in later grades. School context variables were salient predictors after controlling for student covariates. Together, these findings highlight the importance of context, policies, and school program offerings as important considerations for understanding special education risk for emergent multilingual learners.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"55 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148322008","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

Relational Inclusivity as a Paradigmatic Shift: Reimagining Special Education as a Democratic and Ethical Project 关系包容性作为一个范式转变：重塑特殊教育作为一个民主和伦理工程

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-06-24 DOI: 10.1177/00144029261461083

Christoforos Mamas

{"title":"Relational Inclusivity as a Paradigmatic Shift: Reimagining Special Education as a Democratic and Ethical Project","authors":"Christoforos Mamas","doi":"10.1177/00144029261461083","DOIUrl":"https://doi.org/10.1177/00144029261461083","url":null,"abstract":"Despite decades of inclusive education reform, special education policy and practice remain dominated by compliance-oriented logics that prioritize placement, procedural safeguards, and individual remediation, often without attending to students’ lived experiences of belonging, participation, and recognition. Drawing on historical and contemporary scholarship in inclusive education, disability studies, DisCrit, ethics of care, and social network theory, this paper advances relational inclusivity as an integrative paradigmatic reframing of special education as a democratic and ethical project. Rather than positioning relationality as a new idea, the paper situates relational inclusivity within long-standing critiques of deficit-based and individualistic models, while offering a coherent framework for operationalizing relational justice in classrooms and policy contexts. Central to this framework is the conceptualization of educators as relational architects who shape classroom social ecologies through everyday pedagogical decisions. To support this work, the paper reconceptualizes social network analysis as part of a broader critical methodological repertoire that renders visible the relational structures through which inclusion and exclusion are produced. A case illustration demonstrates how ethically grounded, reflexive uses of social network analysis can support teachers in identifying relational inequities and designing more inclusive learning communities. The paper concludes by examining implications for democratic accountability, policy reform, and future research, arguing that relational well-being must be treated as a core educational outcome rather than a peripheral concern.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"21 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148321846","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

Leveraging Rural Cultural Wealth Toward Equity-Driven Secondary Transition Research in Rural Communities 以农村文化财富撬动公平驱动的农村社区二次转型研究

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-06-04 DOI: 10.1177/00144029261454304

Michele A. Schutz, Dawn A. Rowe, Megan E. Best, Sangjee Ha

{"title":"Leveraging Rural Cultural Wealth Toward Equity-Driven Secondary Transition Research in Rural Communities","authors":"Michele A. Schutz, Dawn A. Rowe, Megan E. Best, Sangjee Ha","doi":"10.1177/00144029261454304","DOIUrl":"https://doi.org/10.1177/00144029261454304","url":null,"abstract":"Rural communities can serve as innovative contexts for preparing students with disabilities to transition toward their postsecondary goals, offering unique local assets that can and should be leveraged within secondary transition services. Nonetheless, the limited special education and transition research conducted in rural school communities has consistently highlighted inequitable limitations without consideration of these communities’ distinct local assets. This conceptual paper extends the Rural Cultural Wealth (RCW) framework by operationalizing its constructs within the context of secondary transition research to accomplish two purposes. First, we describe a six-step process that applies and expands upon the RCW framework to guide equity-driven rural transition research. Second, we employ examples of empirical data, procedures, and lessons learned from a recent study we conducted through a research-practice partnership to illustrate how rural cultural wealth strengthens transition scholarship to improve services and outcomes for rural students with disabilities. Finally, we offer guidance for researchers on collaborating alongside rural schools to harness the RCW constructs of “rural resourcefulness,” “rural ingenuity,” “rural familism,” and “rural community unity” toward transitioning students with disabilities’ postsecondary goals for working, learning, living, and thriving.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"28 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286674","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

Advancing Rightful Education: Theoretical and Methodological Diversity for Intersectional Inclusive Practice 推进正义教育：交叉包容性实践的理论和方法多样性

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-06-01 DOI: 10.1177/00144029261453614

P. Martínez-Álvarez, A. L. Sullivan, K. A. K. Thorius, E. J. Lindo

引用次数: 0

Individual and School District Variables Associated with Family Engagement in Special Education 特殊教育中与家庭参与相关的个人和学区变量

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-05-26 DOI: 10.1177/00144029261452212

Sangeun Lee, Gahyun Park, Meredith Wellman, Brett Zyromski

{"title":"Individual and School District Variables Associated with Family Engagement in Special Education","authors":"Sangeun Lee, Gahyun Park, Meredith Wellman, Brett Zyromski","doi":"10.1177/00144029261452212","DOIUrl":"https://doi.org/10.1177/00144029261452212","url":null,"abstract":"States assess the special education services provided by each school district using various indicators, including Indicator 8, which measures how effectively school districts facilitate family engagement in special education. A multilevel analysis was conducted on a dataset of families ( N = 6,894) nested within school districts ( N = 109) to examine factors associated with Indicator 8. Families of older students reported lower Indicator 8 scores than those of younger students. Black families rated their schools’ engagement efforts lower than White families, while Multiracial families rated them higher than White families. Families of male students reported higher Indicator 8 scores than those of female students. A significant interaction was found between the racial composition of school districts and Black families when compared to White families. The findings highlight the importance of enhancing engagement strategies for older students, female students, and Black students, especially those who attend school districts with a higher ratio of White students.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"34 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286407","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

How are Children Researched and Represented? A Systematic Review of Three EI/ECSE Journals 如何研究和代表儿童？三种EI/ECSE期刊的系统综述

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-05-06 DOI: 10.1177/00144029261444524

Ruby Batz, Courtney O’Grady, Megan Vinh, Asha Yadav, Elena Azadbakht

{"title":"How are Children Researched and Represented? A Systematic Review of Three EI/ECSE Journals","authors":"Ruby Batz, Courtney O’Grady, Megan Vinh, Asha Yadav, Elena Azadbakht","doi":"10.1177/00144029261444524","DOIUrl":"https://doi.org/10.1177/00144029261444524","url":null,"abstract":"How are children researched and represented in the literature on early intervention and early childhood special education (EI/ECSE)? Utilizing DisCrit and Disabled Childhood Studies as analytical frameworks, we addressed this question through a multi-stage systematic review of the three selected EI/ECSE-focused journals from 2015 to 2023. A total of 136 articles were reviewed, including 32,987 children under the age of 6. Our findings, based on reported sociodemographic characteristics, indicate that the prevalent image of the published child is that of a White, male, monolingual English speaker and a non-disabled or child labeled with autism. Analysis of participant characteristics in studies that reported race/ethnicity and gender revealed an overrepresentation of boys, Black, and multiracial children. Furthermore, 95% of the studies employed a quantitative research design, including single-case designs, which signals the devaluation and underutilization of qualitative and mixed-methods research. Understanding how children are studied in EI/ECSE is crucial, as journals and researchers serving as epistemological gatekeepers may create distorted cumulative knowledge about children, affecting practices and policies. Our review also enabled us to document the cyclical, interconnected nature of deficit-based epistemic frameworks, which influence what is perceived as problematic and subject to intervention. We advocate for action throughout the research-to-practice and research-to-policy pipelines, urging the EI/ECSE field to promote the equitable and dignified development of cumulative evidence regarding children’s learning, development, and participation in research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"47 3 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148286450","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