Exceptional Children最新文献_第6页

Missing Data Reporting and Handling in Special Education Group Intervention Research 特殊教育群体干预研究中的缺失数据报告与处理

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-02-09 DOI: 10.1177/00144029251410299

Daniel R. Espinas, Alexis Swanz, Allyson L. Hanson, Jessica A. R. Logan

引用次数: 0

Open-Access Publishing in Special Education Journals: A Multi-Level Bibliometric Analysis 特殊教育期刊开放存取出版：多层次文献计量分析

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-02-09 DOI: 10.1177/00144029251411003

Bryan G. Cook, Jesse I. Fleming, Tess Fruchtman, Katie Kostin, Amy K. Wasersztein, Danielle A. Waterfield, Suzanne McClain, Nathan P. Welker, Bruna F. Gonçalves, Francis Corr, Olivia Wallace, Stephanie Tatel, Amanda Eiser Hess

{"title":"Open-Access Publishing in Special Education Journals: A Multi-Level Bibliometric Analysis","authors":"Bryan G. Cook, Jesse I. Fleming, Tess Fruchtman, Katie Kostin, Amy K. Wasersztein, Danielle A. Waterfield, Suzanne McClain, Nathan P. Welker, Bruna F. Gonçalves, Francis Corr, Olivia Wallace, Stephanie Tatel, Amanda Eiser Hess","doi":"10.1177/00144029251411003","DOIUrl":"https://doi.org/10.1177/00144029251411003","url":null,"abstract":"Access to published, peer-reviewed articles in special education is important to researchers and practitioners alike. However, much of the published literature base lies behind paywalls, inaccessible to many potential consumers. Although researchers can make their published work openly accessible in multiple ways, there is limited information on (a) the prevalence of open-access publishing, (b) predictors of open-access publishing, and (c) the costs of and options for accessing paywalled articles in special education. To address these gaps in the literature, we conducted a bibliometric analysis examining articles published in 2022 in 43 special education journals ( n = 1,678). In all, 55% of articles were openly accessible; results of a series of two-level logistic regression models indicated that funding for research, non-U.S. corresponding authors, and journal impact factor were positively associated with open-access publishing; and the average cost to access a paywalled article was approximately $36. Implications for equity, scientific progress, and the research-to-practice gap are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"247 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"146146027","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

Deepening the Study of Disproportionality in Special Education: A Contextual Analysis Within Suburban School Districts 深化特殊教育不均衡研究：郊区学区的背景分析

IF 2.8 3区教育学

Exceptional Children Pub Date : 2026-01-08 DOI: 10.1177/00144029251408685

Alexandra Aylward, Alfredo J. Artiles, Catherine Kramarczuk Voulgarides, Adai Tefera, Sarah L. Alvarado, Pedro Noguera

{"title":"Deepening the Study of Disproportionality in Special Education: A Contextual Analysis Within Suburban School Districts","authors":"Alexandra Aylward, Alfredo J. Artiles, Catherine Kramarczuk Voulgarides, Adai Tefera, Sarah L. Alvarado, Pedro Noguera","doi":"10.1177/00144029251408685","DOIUrl":"https://doi.org/10.1177/00144029251408685","url":null,"abstract":"Despite a policy framework aiming to provide equal opportunity and high-quality educational services, racially disparate outcomes persist within education. Under the Individual with Disabilities Education Act, states are mandated to identify and cite districts with “significant disproportionality” in special education. Notwithstanding policy, school districts continue to receive citations for disproportionality. We explored how district-level contextual variables related to the likelihood of a legal citation for racial disproportionality in special education among suburban districts, and how these factors covary with changes in citation status. Building on extant research on racial composition, we used discrete-time event history analysis methodology (EHA) to specifically examine how district-level racial segregation, measured with the dissimilarity index, related to the experience of a citation during the 2004–2005 to 2011–2012 school years. The results indicate that districts with higher Black–White segregation levels were far more likely to be cited. The findings suggest that national data obscure the actual situated, localized patterns of racial disproportionality.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"3 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2026-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145920177","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

Principals’ Perceptions Related to Transition to Kindergarten for Children With Disabilities: A Mixed Methods Study 校长对残疾儿童转入幼稚园的看法：一项混合方法研究

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-12-17 DOI: 10.1177/00144029251403394

Michelle M. Sands, Hedda Meadan, Stacy N. McGuire

{"title":"Principals’ Perceptions Related to Transition to Kindergarten for Children With Disabilities: A Mixed Methods Study","authors":"Michelle M. Sands, Hedda Meadan, Stacy N. McGuire","doi":"10.1177/00144029251403394","DOIUrl":"https://doi.org/10.1177/00144029251403394","url":null,"abstract":"To ensure children with disabilities (CWD) have a successful transition to kindergarten, teachers have been encouraged to use high-intensity, or individualized, transition practices. Yet, there exists little research regarding principals’ perceptions of transition practice use for CWD. The purpose of this explanatory sequential mixed methods study was to better understand how principals’ perceptions are related to the reported use of transition practices by teachers to support CWD and their families, and their perceived importance and feasibility. A questionnaire designed for this study was used to understand what 150 principals from one midwestern U.S. state report about teachers’ use of kindergarten transition practices to support CWD, and their perceptions of transition practices. Next, interviews were conducted with 14 principals to further explain findings from the initial phase, using a purposeful sample and interview protocol developed using findings from the completed questionnaires. According to findings, principals perceived preschool teachers as having an essential role in the transition process and as using a higher number of transition practices when compared to those used by kindergarten teachers. Principals in this study perceived proximity of preschool and kindergarten classrooms as one contributing factor to the use of transition practices. Lastly, principals who reported teachers’ use of a higher number of overall and high-intensity transition practices were able to describe multiple benefits of their use. While these findings indicate a potential need for professional development to support principals’ understanding of best practices as they relate to kindergarten transition for CWD, further investigation using statistical methods of analysis and comparison to teacher perceptions is suggested.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"16 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145770720","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

Informative Mathematics Writing Within an Additive Word-Problem Intervention: Exploring Mathematics-Writing and Word-Problem Outcomes for Grade 4 Students With Mathematics Difficulty 加性文字问题干预下的信息性数学写作：探索四年级数学困难学生的数学写作和文字问题结果

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-12-08 DOI: 10.1177/00144029251397173

Tessa L. Arsenault, Sarah R. Powell

{"title":"Informative Mathematics Writing Within an Additive Word-Problem Intervention: Exploring Mathematics-Writing and Word-Problem Outcomes for Grade 4 Students With Mathematics Difficulty","authors":"Tessa L. Arsenault, Sarah R. Powell","doi":"10.1177/00144029251397173","DOIUrl":"https://doi.org/10.1177/00144029251397173","url":null,"abstract":"Students with mathematics difficulty (MD) frequently experience difficulty with language and communication in mathematics (math). This can impact student performance in word-problem (WP) solving and math writing (MW), two skills required by state standards and on high-stakes assessments. In this study, we added a MW component within a WP intervention. The goal was to explore the potential of supporting MW performance and WP performance through practice in reasoning and communicating. Grade 4 students with MD were assigned to one of three conditions: WP and MW intervention (WP + MW), WP alone intervention (WP-alone), and business-as-usual (BaU) with no intervention from the research team. Results indicated an advantage for the students in the WP + MW condition compared to the students in the WP-alone and BaU conditions on a MW rubric proximal to the intervention. We also identified a nonsignificant, but encouraging trend for WP solving for the students in the WP + MW and WP-alone conditions compared to the students in the BaU condition. Additionally, students in the WP + MW condition reported positive perspectives on participating in MW instruction. The study results demonstrate the potential for combining a MW component with a WP intervention, indicating the need for a larger-scale examination of MW instruction within a WP intervention.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"14 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145704139","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

Unpacking Systemic Contradictions in Inclusive Education Through a Cultural-Historical Activity Theoretical Analysis 从文化史活动的理论分析解读全纳教育的制度矛盾

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-12-05 DOI: 10.1177/00144029251399962

Jahyun Yoo, Aydin Bal

引用次数: 0

The Efficacy of Integrating Engaged Learners Into Small Group Reading Instruction on Reading and Attention Outcomes: A Randomized Controlled Trial 将参与式学习者纳入小组阅读指导对阅读和注意力结果的影响：一项随机对照试验

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-12-02 DOI: 10.1177/00144029251396747

Garrett J. Roberts, Greg Roberts, Philip Capin, Anna-Mari Fall, Brian B. Vedder, Anna Handy, Michelle Jestice

{"title":"The Efficacy of Integrating Engaged Learners Into Small Group Reading Instruction on Reading and Attention Outcomes: A Randomized Controlled Trial","authors":"Garrett J. Roberts, Greg Roberts, Philip Capin, Anna-Mari Fall, Brian B. Vedder, Anna Handy, Michelle Jestice","doi":"10.1177/00144029251396747","DOIUrl":"https://doi.org/10.1177/00144029251396747","url":null,"abstract":"We investigate the efficacy of a reading intervention integrated with Engaged Learners, a program that applies behavioral and cognitive principles to increase student behavioral attention and reduce distractions during instruction. Using a three-arm randomized controlled trial, we randomized 159 Grade 3–5 students with co-occurring reading and behavioral attention challenges to a researcher-implemented small group reading intervention with Engaged Learners (READ + ENGAGE), an identical researcher-implemented reading intervention without Engaged Learners (READ), or a Business-as-Usual (BaU) condition. The READ + ENGAGE condition students demonstrated statistically significant greater behavioral attention according to direct observations and interventionist reports than READ condition students. The pattern of reading effect sizes contrasting the conditions suggests that the READ + ENGAGE and READ conditions were associated with higher performance on reading outcomes than the BaU condition and students in the READ condition significantly outperformed the BaU condition on measures of word reading, fluency and reading comprehension, and mid-transfer vocabulary and reading comprehension. We also explored whether integrating the Engaged Learners program in a reading intervention would be associated with improved reading outcomes by contrasting the READ + ENGAGE to the READ condition; however, the findings did not support this hypothesis. Future research could examine the effects of systematically fading the Engaged Learner supports over time and implementing the intervention over a longer duration. These findings demonstrate that an integrated intervention can be implemented with minimal training and coaching, increasing behavioral attention to reading instruction during small-group instruction for upper elementary students with co-occurring reading and behavioral attention challenges.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"29 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-12-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145664489","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

From Caring to Collapsing: A Qualitative Exploration of Parental Burnout in Mothers of Children on the Autism Spectrum 从关怀到崩溃：自闭症儿童母亲的父母倦怠的定性探索

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-11-24 DOI: 10.1177/00144029251389391

Eline N. Desimpelaere, Dora Verreu, Els Ortibus, Bart Soenens, Peter Prinzie, Sarah S.W. De Pauw

{"title":"From Caring to Collapsing: A Qualitative Exploration of Parental Burnout in Mothers of Children on the Autism Spectrum","authors":"Eline N. Desimpelaere, Dora Verreu, Els Ortibus, Bart Soenens, Peter Prinzie, Sarah S.W. De Pauw","doi":"10.1177/00144029251389391","DOIUrl":"https://doi.org/10.1177/00144029251389391","url":null,"abstract":"Parental burnout (PB)—a condition characterized by intense exhaustion in the parental role, emotional distancing from one's children, feeling fed up with parenting, and contrast with the previous parental self—has gained increasing attention, predominantly among parents of neurotypical children. Research on PB in parents of children with complex care needs, such as children on the autism spectrum, is comparatively limited, despite indications of elevated PB levels in this population. This qualitative study aims to deepen the understanding of PB in mothers raising children on the autism spectrum by (1) examining the imbalance of stressors over resources mothers encounter before PB, (2) identifying the factors that push them over the edge into PB, and (3) exploring their lived experiences of PB. Fifteen mothers of children on the autism spectrum (aged 6 to 16 years) who experienced PB participated in a semi-structured interview. The thematic analysis revealed major stressors, including the child's challenging behaviors, the mother's perceived irreplaceability, the struggle to balance multiple roles, and inadequate social support. Although mothers shifted perspectives and found relief in activities beyond parenting, this proved insufficient to offset their overwhelming stress. This imbalance, compounded by loss of control, feelings of entrapment, and absence of a lifeline, culminated in PB. Interestingly, in the manifestation of PB, emotional distancing was less pronounced, and feeling fed up with parenting was closely tied to feelings of “living loss”. This study enhances the understanding of PB in mothers raising children on the autism spectrum and paves the way toward more tailored parent support.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"2 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145593583","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

Exploring a Disability Justice Generation With Youth-Authored Disability Texts 用青年创作的残疾文本探索残疾正义的一代

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-11-19 DOI: 10.1177/00144029251386280

Carlyn Mueller, Tanushree Sarkar

{"title":"Exploring a Disability Justice Generation With Youth-Authored Disability Texts","authors":"Carlyn Mueller, Tanushree Sarkar","doi":"10.1177/00144029251386280","DOIUrl":"https://doi.org/10.1177/00144029251386280","url":null,"abstract":"Literary works authored by youth with disabilities provide insightful perspectives on their lived experiences, understanding of disability community, and processes of disability identity development. In this paper, we respond to the question raised by Erevelles et al. (2019) , “What would curriculum studies look like if disabled people re-imagined the curriculum?” (p. 358) by examining literature written by disabled youth. We propose the existence of a disability justice generation whose perspectives are crucial to consider with the K–12 curriculum, particularly to extend existing notions of justice within education. Nine texts written by disabled youth about their lived experiences were analyzed to learn about their perceptions of disability and disability identity. The texts were analyzed using a disability justice framework. Results indicated that texts highlight the importance of the disability community and meaning-making related to disability identity. Intersectionality and the interdependence of their relationships with their peers with disabilities, educators, and families were important themes across the texts. Results highlight the rich and meaningful experiences of disabled youth, and we consider what stories of and by disabled youth can offer to curricula.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"27 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-11-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145553735","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

Writing Against Dismantling—Defending the Future of Special Education and Rehabilitation 反对拆除的写作——捍卫特殊教育与康复的未来

IF 2.8 3区教育学

Exceptional Children Pub Date : 2025-11-18 DOI: 10.1177/00144029251397698

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

引用次数: 0