Exceptional Children最新文献_第5页

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IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-01 DOI: 10.1177/001440298004700117

引用次数: 0

Administrator's Role in Fostering the Mental Health of Special Services Personnel 行政长官在促进特殊服务人员心理健康方面的作用

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-01 DOI: 10.1177/001440298004700104

Benjamin Dixon, Stan F. Shaw, Jeffrey M. Bensky

引用次数: 0

1. Growth of a Social Concept: An Overview 1. 一个社会概念的成长：概述

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-04-01 DOI: 10.1177/001440298004700108

Harley Z Wooden

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Special Education Teacher Burnout and the Implementation of Behavior Intervention Plans 特殊教育教师职业倦怠与行为干预计划的实施

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-03-31 DOI: 10.1177/00144029261432527

Justin D. Garwood, Kristabel Stark, Brian Jones, Nathan H. Thompson

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The State of Bilingual Special Education Research, a Quarter Way Through the twenty-first Century 双语特殊教育研究现状：二十一世纪的四分之一之路

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-03-19 DOI: 10.1177/00144029261428929

Melissa E Mendoza, Omar Serna, Steve D Przymus, Audrey Sorrells

{"title":"The State of Bilingual Special Education Research, a Quarter Way Through the twenty-first Century","authors":"Melissa E Mendoza, Omar Serna, Steve D Przymus, Audrey Sorrells","doi":"10.1177/00144029261428929","DOIUrl":"https://doi.org/10.1177/00144029261428929","url":null,"abstract":"Previous research in bilingual special education has called for the field to determine valid interventions, prepare bilingual special educators, and address issues of identification and disproportionality. We examined if these calls have been met through a systematic literature review of the research conducted within the past 24 years. Between May and June of 2024, we searched databases, references of literature reviews, and special issues to identify articles researching the intersections of bilingual and special education for students and their families in school settings. To be as comprehensive as possible, we included articles that address bilingual specialized academic instruction and related service provision such as speech therapy. A total of 203 articles were identified and analyzed to find patterns chronologically, in disciplines of journal publications, language use, context, and methods. Additionally, the research foci were coded and analyzed to examine the current focus within the field. Findings indicate that researchers have responded to calls to expand research in assessments and instruction of bilingual students with disabilities but have not continued to develop best practices in teacher preparation or family-school partnerships.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"31 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147489900","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

Recess for Students With Extensive Support Needs: A Missed Opportunity for Meaningful Inclusion 有广泛支持需求的学生的课间休息：错失了有意义的包容机会

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-03-17 DOI: 10.1177/00144029261425846

Matthew E. Brock, Sara M. Martin, Tzu-Jung Lin, Hannah Kovacich, Hui Jiang, Ann A. O’Connell, Katherine M. Anderson, Emily France, Hoda Hashemi, Sarah E. Hudler, Steven Hunt, Genevieve Hurlburt, Kaitlyn Viera, Menglin Xu

{"title":"Recess for Students With Extensive Support Needs: A Missed Opportunity for Meaningful Inclusion","authors":"Matthew E. Brock, Sara M. Martin, Tzu-Jung Lin, Hannah Kovacich, Hui Jiang, Ann A. O’Connell, Katherine M. Anderson, Emily France, Hoda Hashemi, Sarah E. Hudler, Steven Hunt, Genevieve Hurlburt, Kaitlyn Viera, Menglin Xu","doi":"10.1177/00144029261425846","DOIUrl":"https://doi.org/10.1177/00144029261425846","url":null,"abstract":"Recess is a critical opportunity for building social competence and friendships, but students with extensive support needs can only experience these benefits if they are meaningfully included. In this observational study, we found that 52 elementary students with extensive support needs experienced far fewer social interactions ( d = 2.01), engaged in much lower rates of peer play ( d = 2.34), and spent far less time in proximity to peers ( d = 1.33) when compared to typically developing children. Many students (39%) did not consistently attend an inclusive recess with same-aged peers. Furthermore, students were poorly connected to their grade-level social networks based on a peer nomination task. These findings demonstrate that being present at recess—in the absence of support and intervention—is unlikely to translate into full participation and shared experiences. We urge schools to better support students at recess, and policymakers to hold schools accountable for equal access to inclusive recess.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"11 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147465148","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 Retrospective Analysis: The Evolving Mission of Exceptional Children 回顾分析：特殊儿童使命的演变

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-03-11 DOI: 10.1177/00144029261425768

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

引用次数: 0

Conceptual Replication of the Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices and Child Learning Outcomes 专业发展对学前教师使用嵌入式教学实践和儿童学习成果影响的概念复制

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-03-11 DOI: 10.1177/00144029261425046

Patricia A. Snyder, Mary Louise Hemmeter, James J. Algina, Crystal C. Bishop, Darbianne K. Shannon, Mary E. McLean, Brian Reichow

{"title":"Conceptual Replication of the Effects of Professional Development on Preschool Teachers’ Use of Embedded Instruction Practices and Child Learning Outcomes","authors":"Patricia A. Snyder, Mary Louise Hemmeter, James J. Algina, Crystal C. Bishop, Darbianne K. Shannon, Mary E. McLean, Brian Reichow","doi":"10.1177/00144029261425046","DOIUrl":"https://doi.org/10.1177/00144029261425046","url":null,"abstract":"We conducted a conceptual replication efficacy study using a cluster randomized controlled design to examine the effects of two variants of a professional development (PD) intervention for preschool teachers known as Tools for Teachers (TfT). The practice-based focus of the PD was embedded instruction (EI), which is a recommended and empirically supported naturalistic instruction approach to ensure children with individualized education programs have equitable, intentional, and individualized learning supports. A total of 111 teachers in 78 schools and 327 children in these teachers’ classrooms were assigned to one of three experimental conditions: TfT with on-site practice-based coaching (PBC), TfT with self-coaching, and business-as-usual (BAU) PD. We examined the fidelity with which the active ingredients of the two variants of the TfT intervention were implemented and the effects on teachers’ EI knowledge and skills and children's learning outcomes. Results showed that on-site PBC TfT had more robust effects on the quality of teachers’ EI learning targets and their instruction than TfT self-coaching or BAU PD. Children whose teachers participated in TfT with on-site coaching showed more advanced engagement behaviors, positive engagement with adults during child-directed activities, and frequent use of skills targeted for EI than children whose teachers participated in TfT self-coaching or BAU PD. Findings from this replication study are discussed and compared to those from an earlier randomized controlled trial of TfT. We offer implications for future research and practice focused on efficacious PD to support the implementation of EI and other effective practices in early childhood classrooms.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147393370","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

Promoting Equity-Centred Tier 1 Supports in an MTSS Framework 在MTSS框架中促进以股权为中心的一级支持

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-02-13 DOI: 10.1177/00144029251413965

Lindsay M. Fallon, Rayaan Ali, Brian Daniels, Rachel A. Stobbe, Angela Wang, Ritushree Bagepalli, Mychal Anderson, Tamika P. La Salle-Finley, Jennifer Greif Green, Alexis Ervin

{"title":"Promoting Equity-Centred Tier 1 Supports in an MTSS Framework","authors":"Lindsay M. Fallon, Rayaan Ali, Brian Daniels, Rachel A. Stobbe, Angela Wang, Ritushree Bagepalli, Mychal Anderson, Tamika P. La Salle-Finley, Jennifer Greif Green, Alexis Ervin","doi":"10.1177/00144029251413965","DOIUrl":"https://doi.org/10.1177/00144029251413965","url":null,"abstract":"Multi-tiered systems of support (MTSS) frameworks have the potential to transform educational systems and address persisting racial disparities related to special education referral and eligibility. In this paper, we integrate tenets of culturally responsive practice and implementation science into an Equity-Centered MTSS Implementation Model, grounding the model in a systematic review of existing quantitative, qualitative and mixed methods research studies. Specifically, we reviewed 26 articles in which educators received training to implement a universal (Tier 1) intervention or practice for the purpose of advancing equitable student outcomes in PK-12 schools. Most studies reviewed took place in urban elementary settings, providing teachers with one or multiple training opportunities in the context of professional development, coaching, or consultation. Studies included mainly general and special educators implementing restorative practices, culturally responsive teaching, or other culturally affirming interventions and supports for youth with marginalized identities. Study results indicated mostly positive outcomes for teachers (e.g., increased self-efficacy, improved implementation) and youth (e.g., increased academic engagement), yet reinforced the necessity of providing ongoing training and support to educators to sustain initial change. We frame implementation recommendations from studies reviewed in the context of the Equity-Centered MTSS Implementation Model for the purpose of promoting transformative systems that benefit equitable outcomes for youth in U.S. schools.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"2 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-02-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146184390","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 States Guiding Educators’ Implementation of Specially Designed Instruction: A Policy Documentation Review 国家如何引导教育工作者实施专门设计的教学：政策文件审查

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-02-09 DOI: 10.1177/00144029251413482

Bradley S. Witzel, Jonté A. Myers, Pamela J. Mims

引用次数: 0