发布求助
文献互助 智能选刊 最新文献

Exceptional Children最新文献

筛选
英文 中文
Categorical and programming changes in special education services. 特殊教育服务的分类和规划变化。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-05-01 DOI: 10.1177/001440299305900607
D W Halgren, H F Clarizio
{"title":"Categorical and programming changes in special education services.","authors":"D W Halgren,&nbsp;H F Clarizio","doi":"10.1177/001440299305900607","DOIUrl":"https://doi.org/10.1177/001440299305900607","url":null,"abstract":"<p><p>Special education students (N = 654) were studied to determine what proportion had a categorical or programming change and what factors (child, school, and home) were associated with change. The study included all students with disabilities from preschool through secondary school in a tricounty rural district. Data were gathered through a record review and parent survey. Change was found to be more common than is generally perceived: 38.2% of the students had a classification change (21.9% by termination and 16.3% by reclassification). Rates of change varied significantly among classifications and the student's initial classification, grade level, and comorbidity were significantly predictive of change in classification.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 6","pages":"547-55"},"PeriodicalIF":2.8,"publicationDate":"1993-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900607","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19501276","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
Gifted girls in a rural community: math attitudes and career options. 农村社区的天才女孩:数学态度和职业选择。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-05-01 DOI: 10.1177/001440299305900604
J Lamb, R Daniels
{"title":"Gifted girls in a rural community: math attitudes and career options.","authors":"J Lamb,&nbsp;R Daniels","doi":"10.1177/001440299305900604","DOIUrl":"https://doi.org/10.1177/001440299305900604","url":null,"abstract":"<p><p>This study was designed to determine the feasibility of improving gifted girls' attitudes toward mathematics. This study was conducted in three school districts in an isolated rural setting. Subjects were 24 gifted girls in Grades 4-7. A control group also contained 24 gifted girls at the same grade levels. On pretest, using the Mathematics Attitude Inventory (MAI), no significant differences were found between groups in their attitudes toward math. The intervention program included problem-solving activities, math-related career options, and self-esteem issues. MAI posttest scores after the 18-week program indicated that the program was effective in changing attitudes toward mathematics of gifted girls in a rural environment.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 6","pages":"513-7"},"PeriodicalIF":2.8,"publicationDate":"1993-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900604","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19501274","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: 15
Analysis of science textbook recommendations provided for students with disabilities. 为残疾学生提供的科学教科书建议分析。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-05-01 DOI: 10.1177/001440299305900605
R S Parmar, J F Cawley
{"title":"Analysis of science textbook recommendations provided for students with disabilities.","authors":"R S Parmar,&nbsp;J F Cawley","doi":"10.1177/001440299305900605","DOIUrl":"https://doi.org/10.1177/001440299305900605","url":null,"abstract":"<p><p>Teachers' manuals from three major elementary science textbook series were analyzed. These textbooks provided specific instructional recommendations for students with disabilities in mainstream classes. Findings reveal that (a) the textbooks did not provide recommendations for all categories of disabilities as defined in Public Law 94-142; (b) many recommendations did not specifically address the learning needs of the students for whom they were intended; and (c) there were no consistency in the nature of recommendations provided for any given category of disability. Results indicate that special education and mainstream teachers should monitor the usefulness of published materials that claim to meet the needs of students with disabilities.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 6","pages":"518-31"},"PeriodicalIF":2.8,"publicationDate":"1993-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900605","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19501275","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: 27
Open enrollment and students with disabilities: issues, concerns, fears, and anticipated benefits. 开放招生和残疾学生:问题、担忧、恐惧和预期的好处。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-03-01 DOI: 10.1177/001440299305900502
J E Ysseldyke, M L Thurlow, B Algozzine, J Nathan
{"title":"Open enrollment and students with disabilities: issues, concerns, fears, and anticipated benefits.","authors":"J E Ysseldyke,&nbsp;M L Thurlow,&nbsp;B Algozzine,&nbsp;J Nathan","doi":"10.1177/001440299305900502","DOIUrl":"https://doi.org/10.1177/001440299305900502","url":null,"abstract":"<p><p>Open enrollment is a hotly debated form of educational choice. More than 25 states have legislation establishing or expanding public school choice options. At an issues clarification working session, professionals, legislators, policymakers, parents, and students described issues and generated implications for serving students with disabilities. Participants identified three kinds of issues for districts and students: outcome, implementation, and demographic. Participants also expressed other concerns about choice: pupil benefit, parent involvement (or convenience), teacher/administrator job protection, change, and teacher workload.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 5","pages":"390-401"},"PeriodicalIF":2.8,"publicationDate":"1993-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900502","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19422765","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
The perceived environment of special education classrooms for adolescents: a revision of the classroom environment scale. 青少年特殊教育课堂环境感知:对课堂环境量表的修订。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-03-01 DOI: 10.1177/001440299305900504
E J Trickett, P E Leone, C M Fink, S L Braaten
{"title":"The perceived environment of special education classrooms for adolescents: a revision of the classroom environment scale.","authors":"E J Trickett,&nbsp;P E Leone,&nbsp;C M Fink,&nbsp;S L Braaten","doi":"10.1177/001440299305900504","DOIUrl":"https://doi.org/10.1177/001440299305900504","url":null,"abstract":"<p><p>The Classroom Environment Scale (CES), originally developed for use in traditional public school classrooms, was revised for use in special education classrooms. The scale, which assesses students' perceptions of various aspects of the classroom, was administered to students in 79 special education classrooms in 16 residential and day treatment schools serving special education students with behavior disorders and emotional disturbance. Psychometric analyses showed that only seven of the nine aspects of the classroom found in the original CES were reliably reported in special education classrooms. The revised scale was found reliable for use in special education classes in residential and day treatment settings.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 5","pages":"411-20"},"PeriodicalIF":2.8,"publicationDate":"1993-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900504","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19422767","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: 25
Integrated learning: explicit strategies and their role in problem-solving instruction for students with learning disabilities. 综合学习:明确策略及其在学习障碍学生问题解决指导中的作用。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-03-01 DOI: 10.1177/001440299305900507
M Hollingsworth, J Woodward
{"title":"Integrated learning: explicit strategies and their role in problem-solving instruction for students with learning disabilities.","authors":"M Hollingsworth,&nbsp;J Woodward","doi":"10.1177/001440299305900507","DOIUrl":"https://doi.org/10.1177/001440299305900507","url":null,"abstract":"<p><p>This study investigated the effectiveness of an explicit strategy as a means of linking facts, concepts, and problem solving in an unfamiliar domain of learning. Participants were 37 secondary students with learning disabilities. All students were taught health facts and concepts, which they then applied to problem-solving exercises presented through computer-simulation games. Students in the experimental group were taught an explicit strategy for solving the problems; the comparison group was given supportive feedback and encouraged to induce their own strategies. The explicit strategy group performed significantly better on two transfer measures, including videotaped problem-solving exercises.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 5","pages":"444-55"},"PeriodicalIF":2.8,"publicationDate":"1993-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900507","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19424922","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: 45
Beyond Section 504: satisfaction and empowerment of students with disabilities in higher education. 超越504条款:高等教育中残疾学生的满意度和赋权。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-03-01 DOI: 10.1177/001440299305900508
M West, J Kregel, E E Getzel, M Zhu, S M Ipsen, E D Martin
{"title":"Beyond Section 504: satisfaction and empowerment of students with disabilities in higher education.","authors":"M West,&nbsp;J Kregel,&nbsp;E E Getzel,&nbsp;M Zhu,&nbsp;S M Ipsen,&nbsp;E D Martin","doi":"10.1177/001440299305900508","DOIUrl":"https://doi.org/10.1177/001440299305900508","url":null,"abstract":"<p><p>College and university students with disabilities were surveyed to determine their levels of satisfaction with accessibility, special services, and accommodations at their schools. In addition, students were requested to identify barriers to postsecondary education, improvements in services, and other concerns. Respondents generally expressed satisfaction with the services that they had received. However, the majority indicated that they had encountered barriers to their education, including a lack of understanding and cooperation from administrators, faculty, staff, and other students; lack of adaptive aids and other resources; and inaccessibility of buildings and grounds. Recommendations were made for improving the delivery of services and self-advocacy of students with disabilities.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 5","pages":"456-67"},"PeriodicalIF":2.8,"publicationDate":"1993-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900508","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19424918","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: 124
"Flat" versus "weighted" reimbursement formulas: a longitudinal analysis of statewide special education funding practices. “平”与“加权”补偿公式:对全州特殊教育资助实践的纵向分析。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-03-01 DOI: 10.1177/001440299305900506
S Dempsey, D Fuchs
{"title":"\"Flat\" versus \"weighted\" reimbursement formulas: a longitudinal analysis of statewide special education funding practices.","authors":"S Dempsey,&nbsp;D Fuchs","doi":"10.1177/001440299305900506","DOIUrl":"https://doi.org/10.1177/001440299305900506","url":null,"abstract":"<p><p>Tennessee data were analyzed longitudinally from 1979-80 to 1987-88 in terms of numbers of children placed in a variety of service options. In 1983-84, the Tennessee funding formula was changed from a \"flat\" rate to a \"weighted\" formula. The weighted formula was associated with a statistically significant decrease in less restrictive placements and a reliable increase in more restrictive placements. A statewide survey of district special education directors suggested that service needs may have been more likely than monetary incentives to explain the observed changes.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 5","pages":"433-43"},"PeriodicalIF":2.8,"publicationDate":"1993-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900506","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19424916","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
20/20 Analysis: taking a close look at the margins. 20/20分析:密切关注利润率。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-02-01 DOI: 10.1177/001440299305900402
M C Reynolds, A G Zetlin, M C Wang
{"title":"20/20 Analysis: taking a close look at the margins.","authors":"M C Reynolds,&nbsp;A G Zetlin,&nbsp;M C Wang","doi":"10.1177/001440299305900402","DOIUrl":"https://doi.org/10.1177/001440299305900402","url":null,"abstract":"<p><p>This article presents \"20/20 Analysis\" as an experimental, output-oriented, noncategorical alternative to traditional approaches to identification of students for special education. 20/20 Analysis identifies students showing least (below 20th percentile) and most (above 80th percentile) progress toward important objectives of education in a school. The situation of each student in low 20% and high 20% groups is then examined as a basis for broad (noncategorical) approaches to improvement of learning opportunities. Case studies of two schools are present. Policy implications are considered briefly.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 4","pages":"294-300"},"PeriodicalIF":2.8,"publicationDate":"1993-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900402","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19460957","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: 29
"I've counted Jon": transformational experiences of teachers educating students with disabilities. “我数过乔恩”:教师教育残疾学生的转型经验。
IF 2.8 3区 教育学
Exceptional Children Pub Date : 1993-02-01 DOI: 10.1177/001440299305900408
M F Giangreco, R Dennis, C Cloninger, S Edelman, R Schattman
{"title":"\"I've counted Jon\": transformational experiences of teachers educating students with disabilities.","authors":"M F Giangreco,&nbsp;R Dennis,&nbsp;C Cloninger,&nbsp;S Edelman,&nbsp;R Schattman","doi":"10.1177/001440299305900408","DOIUrl":"https://doi.org/10.1177/001440299305900408","url":null,"abstract":"<p><p>The purpose of this study was to describe the experiences of general education teachers who have had a student with severe disabilities in their class. Interviews of 19 general education teachers, kindergarten through Grade 9, as well as questionnaires completed by 18 teachers, were analyzed using categorical coding procedures to identify themes related to the teachers' experiences. Results showed that despite teachers' initial negative reactions to the placement of a child with severe disabilities in their classrooms, 17 teachers described transforming experiences of a more positive nature and related many benefits to the students with disabilities, their classmates, and the teachers themselves. Respondents also characterized what support services they found helpful and not helpful.</p>","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"59 4","pages":"359-72"},"PeriodicalIF":2.8,"publicationDate":"1993-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/001440299305900408","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"19460963","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: 293
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：481959085
Book学术官方微信