Pub Date : 2020-06-07DOI: 10.1080/09362835.2020.1772066
Woori Kim, Jiyeon Kim, Sylvia Linan-Thompson
ABSTRACT This study investigated teachers’ experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on axial coding, revealed the core phenomenon to be the cycle of referral, identification, and intervention. The contextual conditions that sustained the cycle were: (a) parental denial, (b) families with low SES or vulnerability, (c) the negative effects of labeling, (d) general education teachers’ workload, (e) ambiguity of special education teachers’ role, and (f) poor collaboration between general and special education teachers. The key factors required to switch to the positive cycle were teachers’ responsibility and competence. The action strategies to facilitate the identification and intervention processes were summarized as implementation of: (a) valid and reliable identification procedures, (b) schoolwide preventative intervention system, and (c) comprehensive family support.
{"title":"Teachers’ Perspectives on the Identification of and Intervention for Students at Risk for Disabilities in South Korea","authors":"Woori Kim, Jiyeon Kim, Sylvia Linan-Thompson","doi":"10.1080/09362835.2020.1772066","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772066","url":null,"abstract":"ABSTRACT This study investigated teachers’ experiences and perspectives on the identification of and educational support for students at risk for disabilities. Three focus groups with general education teachers and four with special education teachers were conducted. The interview data were analyzed using grounded theory methodology. The results, based on axial coding, revealed the core phenomenon to be the cycle of referral, identification, and intervention. The contextual conditions that sustained the cycle were: (a) parental denial, (b) families with low SES or vulnerability, (c) the negative effects of labeling, (d) general education teachers’ workload, (e) ambiguity of special education teachers’ role, and (f) poor collaboration between general and special education teachers. The key factors required to switch to the positive cycle were teachers’ responsibility and competence. The action strategies to facilitate the identification and intervention processes were summarized as implementation of: (a) valid and reliable identification procedures, (b) schoolwide preventative intervention system, and (c) comprehensive family support.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772066","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44833686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-06-04DOI: 10.1080/09362835.2020.1772068
Renée E. Lastrapes, P. Mooney
ABSTRACT The practitioner journal article has been suggested as a tool to increase teaching professionals’ use of evidence-based educational practices in the classroom. Not much is known about teacher use and opinions of practitioner journal articles. A purposeful sample of 346 preservice teacher candidates and in-service teachers was surveyed about its use of practitioner journal articles and the sample’s presentation preferences. Respondents indicated that they did not read journals but did read articles. The average number of articles read was eight, most often accessed from online search engines. There were more similarities than differences in the preferred presentation of articles across preservice, in-service, general education, and special education teachers surveyed. Respondents preferred shorter articles, written from a practitioner perspective, that included real application vignettes and graphics highlighting student outcome and implementation fidelity data. Research implications are discussed.
{"title":"Teachers’ Use and Perceptions of Research-to-Practice Articles","authors":"Renée E. Lastrapes, P. Mooney","doi":"10.1080/09362835.2020.1772068","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772068","url":null,"abstract":"ABSTRACT The practitioner journal article has been suggested as a tool to increase teaching professionals’ use of evidence-based educational practices in the classroom. Not much is known about teacher use and opinions of practitioner journal articles. A purposeful sample of 346 preservice teacher candidates and in-service teachers was surveyed about its use of practitioner journal articles and the sample’s presentation preferences. Respondents indicated that they did not read journals but did read articles. The average number of articles read was eight, most often accessed from online search engines. There were more similarities than differences in the preferred presentation of articles across preservice, in-service, general education, and special education teachers surveyed. Respondents preferred shorter articles, written from a practitioner perspective, that included real application vignettes and graphics highlighting student outcome and implementation fidelity data. Research implications are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772068","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48205290","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-05-26DOI: 10.1080/09362835.2020.1849615
Kelly Carriere, Michael Krezmien, Alicia C. Gonzales
ABSTRACT Most schools throughout the United States are adopting Schoolwide Positive Behavior Interventions and Supports (SWPBIS). Many school administrators and PBIS teams appear to be implementing SWPBIS without the implementation of a needs assessment to measure preparedness and buy-in prior to a schoolwide initiative. The current research on SWPBIS generally doesn’t include lacks information about the needs assessment, the level of need, or the personnel buy-in. The purpose of this study was to measure need and buy-in of a school climate by using a systematic approach implemented within a mixed methods sequential explanatory design (MMSE). The MMSE design used determined the level of need and buy-in towards a SWPBIS model. The MMSE was used in a two phase process: phase one was a survey on school climate and phase two was a series of focus group interviews. The findings demonstrated a high level of need for PBIS but a low level of school personnel buy-in. The findings are presented and implications of the findings are discussed.
{"title":"Using a Systematic Evaluation to Establish Need and Buy-In Prior to Adoption of a SWPBIS Model","authors":"Kelly Carriere, Michael Krezmien, Alicia C. Gonzales","doi":"10.1080/09362835.2020.1849615","DOIUrl":"https://doi.org/10.1080/09362835.2020.1849615","url":null,"abstract":"ABSTRACT Most schools throughout the United States are adopting Schoolwide Positive Behavior Interventions and Supports (SWPBIS). Many school administrators and PBIS teams appear to be implementing SWPBIS without the implementation of a needs assessment to measure preparedness and buy-in prior to a schoolwide initiative. The current research on SWPBIS generally doesn’t include lacks information about the needs assessment, the level of need, or the personnel buy-in. The purpose of this study was to measure need and buy-in of a school climate by using a systematic approach implemented within a mixed methods sequential explanatory design (MMSE). The MMSE design used determined the level of need and buy-in towards a SWPBIS model. The MMSE was used in a two phase process: phase one was a survey on school climate and phase two was a series of focus group interviews. The findings demonstrated a high level of need for PBIS but a low level of school personnel buy-in. The findings are presented and implications of the findings are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-05-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1849615","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49468861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-19DOI: 10.1080/09362835.2020.1749631
S. King, C. Lemons, K. A. Davidson, Deborah Fulmer, Alicia A. Mrachko
ABSTRACT Research focused on identifying effective interventions for individuals with Down syndrome is increasingly informed by the behavioral phenotype – a profile of performance associated with a genetic abnormality. Recent studies substantiate the efficacy of phenotypically aligned instruction in improving basic reading skills for children with Down syndrome. However, research does not yet relate the reading intervention with improvements in curriculum-based measures, including the reading of connected text. The aim of this study was to examine the effect of phenotypically aligned reading instruction on the acquisition of advanced graphemes (e.g., digraphs) for children with Down syndrome. Four children received reading instruction in their typical education environment. Although findings from proximal measures provide support for the intervention, performance on curriculum-based measures was mixed. Future research should continue to probe the impact of the intervention on a diverse range of skills.
{"title":"Reading Instruction for Children with down Syndrome: Extending Research on Behavioral Phenotype Aligned Interventions","authors":"S. King, C. Lemons, K. A. Davidson, Deborah Fulmer, Alicia A. Mrachko","doi":"10.1080/09362835.2020.1749631","DOIUrl":"https://doi.org/10.1080/09362835.2020.1749631","url":null,"abstract":"ABSTRACT Research focused on identifying effective interventions for individuals with Down syndrome is increasingly informed by the behavioral phenotype – a profile of performance associated with a genetic abnormality. Recent studies substantiate the efficacy of phenotypically aligned instruction in improving basic reading skills for children with Down syndrome. However, research does not yet relate the reading intervention with improvements in curriculum-based measures, including the reading of connected text. The aim of this study was to examine the effect of phenotypically aligned reading instruction on the acquisition of advanced graphemes (e.g., digraphs) for children with Down syndrome. Four children received reading instruction in their typical education environment. Although findings from proximal measures provide support for the intervention, performance on curriculum-based measures was mixed. Future research should continue to probe the impact of the intervention on a diverse range of skills.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1749631","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45893128","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-05DOI: 10.1080/09362835.2020.1743706
J. Romig, Alexandra A. Miller, W. Therrien, J. Lloyd
ABSTRACT Researchers studying curriculum-based measurement of written expression have used a variety of writing prompt types and durations when establishing criterion validity of these tools. The purpose of this study was to determine through meta-analytic procedures whether any prompt type or duration was superior to others in terms of criterion validity. The literature search returned 24 articles (N = 24) that met our inclusion criteria. Included studies examined criterion validity for a variety of prompts: picture, story starters, expository, text copying, picture-word, and picture-story. These studies also reported criterion validity for writing durations ranging from 1.5 to 10 minutes. Results indicated no clear trends in criterion validity for prompt or duration. We provide suggestions for practitioners considering the use of CBM in written expression.
{"title":"Meta-Analysis of Prompt and Duration for Curriculum-Based Measurement of Written Language","authors":"J. Romig, Alexandra A. Miller, W. Therrien, J. Lloyd","doi":"10.1080/09362835.2020.1743706","DOIUrl":"https://doi.org/10.1080/09362835.2020.1743706","url":null,"abstract":"ABSTRACT Researchers studying curriculum-based measurement of written expression have used a variety of writing prompt types and durations when establishing criterion validity of these tools. The purpose of this study was to determine through meta-analytic procedures whether any prompt type or duration was superior to others in terms of criterion validity. The literature search returned 24 articles (N = 24) that met our inclusion criteria. Included studies examined criterion validity for a variety of prompts: picture, story starters, expository, text copying, picture-word, and picture-story. These studies also reported criterion validity for writing durations ranging from 1.5 to 10 minutes. Results indicated no clear trends in criterion validity for prompt or duration. We provide suggestions for practitioners considering the use of CBM in written expression.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1743706","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41305026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-14DOI: 10.1080/09362835.2020.1771717
Corey Peltier, Kimberly J. Vannest, Kristi L. Morin, Tracy E. Sinclair, M. Sallese
ABSTRACT Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-instruction) are replete in the intervention literature base for students with EBD. However, teacher-mediated interventions have been examined less frequently. The goal of this project was to examine the literature on teacher-mediated interventions to improve the mathematical performance of students with EBD to identify what is known and gaps that need to be filled. A total of 17 studies including 47 students met inclusion criteria; however, only seven studies including 17 students met the What Works Clearinghouse (WWC) Pilot Single-Case Design Standards with or without reservations. Using the WWC Evidence Standards, six studies demonstrated moderate evidence of effect and one study demonstrated weak evidence. The omnibus Tau-U was 72% (CI95 62–82%), representing data from the seven studies that met the WWC Design Standards. We calculated the between-case standardized mean difference (BC-SMD) for four studies that met assumptions; the effect sizes ranged from 3.48 to 0.45. Implications for research and practice are discussed.
患有情绪和行为障碍(EBD)的学生表现出较差的学业成绩，特别是在数学方面。以学生为中介的干预措施(如自我管理、自我监控、自我指导)在EBD学生干预文献库中非常丰富。然而，教师介导的干预很少被检查。这个项目的目的是检查关于教师干预的文献，以提高EBD学生的数学表现，以确定已知的和需要填补的空白。共有17项研究包括47名学生符合纳入标准;然而，只有7项研究，包括17名学生，有保留地或没有保留地达到了What Works Clearinghouse (WWC)试点单一案例设计标准。根据世界卫生组织的证据标准，六项研究显示了中等程度的证据，一项研究显示了弱证据。综合Tau-U为72% (CI95 62-82%)，代表了符合WWC设计标准的七项研究的数据。我们计算了四项符合假设的研究的病例间标准化平均差(BC-SMD);效应量为3.48 ~ 0.45。讨论了对研究和实践的启示。
{"title":"A Systematic Review of Teacher-Mediated Interventions to Improve the Mathematical Performance of Students with Emotional and Behavioral Disorders","authors":"Corey Peltier, Kimberly J. Vannest, Kristi L. Morin, Tracy E. Sinclair, M. Sallese","doi":"10.1080/09362835.2020.1771717","DOIUrl":"https://doi.org/10.1080/09362835.2020.1771717","url":null,"abstract":"ABSTRACT Students with emotional and behavioral disorders (EBD) demonstrate poor academic outcomes, particularly in mathematics. Student-mediated interventions (e.g., self-management, self-monitoring, self-instruction) are replete in the intervention literature base for students with EBD. However, teacher-mediated interventions have been examined less frequently. The goal of this project was to examine the literature on teacher-mediated interventions to improve the mathematical performance of students with EBD to identify what is known and gaps that need to be filled. A total of 17 studies including 47 students met inclusion criteria; however, only seven studies including 17 students met the What Works Clearinghouse (WWC) Pilot Single-Case Design Standards with or without reservations. Using the WWC Evidence Standards, six studies demonstrated moderate evidence of effect and one study demonstrated weak evidence. The omnibus Tau-U was 72% (CI95 62–82%), representing data from the seven studies that met the WWC Design Standards. We calculated the between-case standardized mean difference (BC-SMD) for four studies that met assumptions; the effect sizes ranged from 3.48 to 0.45. Implications for research and practice are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1771717","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44118510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-14DOI: 10.1080/09362835.2020.1772070
Margaret M. Flores, Jessica H. Milton
ABSTRACT The development of conceptual multiplication knowledge will assist students in making progress within current mathematics standards. Previous research has shown the concrete-representational-abstract (CRA) sequence to be successful in teaching multiplication with regrouping with an emphasis on conceptual understanding while developing fluency and procedural knowledge. Previous research taught the standard algorithm; however, standards include using multiple strategies. Therefore, the purpose of this study was to use the CRA sequence to teach multiplication using another strategy, partial products algorithm. Three elementary students with disabilities participated in the study. During regularly scheduled instruction, their special education teacher taught multiplication of two 2-digit numbers using the CRA sequence. The researchers employed a multiple probe across students design and demonstrated a functional relation between CRA instruction and accuracy and fluency in multiplication. The researchers also showed that students maintained their performance up to one year after instruction.
{"title":"Teaching the Partial Products Algorithm Using the Concrete-representational-abstract Sequence","authors":"Margaret M. Flores, Jessica H. Milton","doi":"10.1080/09362835.2020.1772070","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772070","url":null,"abstract":"ABSTRACT The development of conceptual multiplication knowledge will assist students in making progress within current mathematics standards. Previous research has shown the concrete-representational-abstract (CRA) sequence to be successful in teaching multiplication with regrouping with an emphasis on conceptual understanding while developing fluency and procedural knowledge. Previous research taught the standard algorithm; however, standards include using multiple strategies. Therefore, the purpose of this study was to use the CRA sequence to teach multiplication using another strategy, partial products algorithm. Three elementary students with disabilities participated in the study. During regularly scheduled instruction, their special education teacher taught multiplication of two 2-digit numbers using the CRA sequence. The researchers employed a multiple probe across students design and demonstrated a functional relation between CRA instruction and accuracy and fluency in multiplication. The researchers also showed that students maintained their performance up to one year after instruction.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49595137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-14DOI: 10.1080/09362835.2020.1743708
Jenny R. Root, Bree A. Jimenez, Alicia F. Saunders, Carol A. Stanger
ABSTRACT This article examines the role that replication research has played in the development and refinement of mathematics interventions for learners with extensive support needs. By highlighting 16 research studies, we seek to inform stakeholders of lessons learned and knowledge gained through replication. These studies show that when given high-quality instruction in the area of mathematics, students with extensive support needs can make great gains in their early number sense and problem-solving skills. Further, social validity data indicate teachers improved their implementation of systematic instruction as a result of using scripted curricula and transferred their skills to other content and skill areas. Implications for practice and policy are discussed, as well as a call for future research.
{"title":"Replication Research to Support Mathematical Learning of Students with Extensive Support Needs","authors":"Jenny R. Root, Bree A. Jimenez, Alicia F. Saunders, Carol A. Stanger","doi":"10.1080/09362835.2020.1743708","DOIUrl":"https://doi.org/10.1080/09362835.2020.1743708","url":null,"abstract":"ABSTRACT This article examines the role that replication research has played in the development and refinement of mathematics interventions for learners with extensive support needs. By highlighting 16 research studies, we seek to inform stakeholders of lessons learned and knowledge gained through replication. These studies show that when given high-quality instruction in the area of mathematics, students with extensive support needs can make great gains in their early number sense and problem-solving skills. Further, social validity data indicate teachers improved their implementation of systematic instruction as a result of using scripted curricula and transferred their skills to other content and skill areas. Implications for practice and policy are discussed, as well as a call for future research.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1743708","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48563132","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-11DOI: 10.1080/09362835.2020.1727341
Emma Gratton-Fisher, P. Zirkel
ABSTRACT The purpose of this article is to provide special educators with significant and perhaps surprising recent lessons in special education law. These lessons under the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act range from the threshold issues of child find and eligibility through the central obligation of free and appropriate public education in the least restrictive environments to specialized issues, such as discipline and the statute of limitations. The conclusion emphasizes that legal requirements in special education are often not absolute and constitute a bottom boundary, different from the generally advisable guiding norm of best practice.
{"title":"Ten Legal Lessons for Special Educators","authors":"Emma Gratton-Fisher, P. Zirkel","doi":"10.1080/09362835.2020.1727341","DOIUrl":"https://doi.org/10.1080/09362835.2020.1727341","url":null,"abstract":"ABSTRACT The purpose of this article is to provide special educators with significant and perhaps surprising recent lessons in special education law. These lessons under the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act range from the threshold issues of child find and eligibility through the central obligation of free and appropriate public education in the least restrictive environments to specialized issues, such as discipline and the statute of limitations. The conclusion emphasizes that legal requirements in special education are often not absolute and constitute a bottom boundary, different from the generally advisable guiding norm of best practice.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1727341","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48508022","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-03-04DOI: 10.1080/09362835.2020.1727326
J. Kauffman, Bernd Ahrbeck, D. Anastasiou, Jeanmarie Badar, Marion Felder, Betty A. Hallenbeck
ABSTRACT Social policies can be well-intentioned but ineffective in achieving what is intended. They can be undermined or destroyed by their exaggerated or oversimplified caricatures with a single, narrow focus. Caricatures may result in the opposite of the original intent of more carefully crafted variants. Institutionalization and deinstitutionalization are used as examples of a full cycle of policy failure. The shift from mandatory special education to the full inclusion movement (FIM) internationally is noted. Nowadays, the FIM maintains a narrow focus on one aspect of the U. S. Individuals with Disabilities Education Act (IDEA), with a deeply erroneous interpretation of the least restrictive environment (LRE) requirement. In giving comparatively little attention to other parts of the U. S. law, including free appropriate public education (FAPE), the individual education plan (IEP), and a continuum of alternative placements (CAP), the FIM may become a caricature; emphasizing physical/spatial inclusion to the neglect of FAPE and learning, it may achieve the opposite of what was intended. Not accidentally, IDEA has been criticized as outdated, and it could be revised detrimentally if such criticism, accompanied by alarming international policy trends, dominate thinking about special education. Recommendations are made for learning from the history of social policy, including the institutionalization/deinstitutionalization movements.
{"title":"Special Education Policy Prospects: Lessons From Social Policies Past","authors":"J. Kauffman, Bernd Ahrbeck, D. Anastasiou, Jeanmarie Badar, Marion Felder, Betty A. Hallenbeck","doi":"10.1080/09362835.2020.1727326","DOIUrl":"https://doi.org/10.1080/09362835.2020.1727326","url":null,"abstract":"ABSTRACT Social policies can be well-intentioned but ineffective in achieving what is intended. They can be undermined or destroyed by their exaggerated or oversimplified caricatures with a single, narrow focus. Caricatures may result in the opposite of the original intent of more carefully crafted variants. Institutionalization and deinstitutionalization are used as examples of a full cycle of policy failure. The shift from mandatory special education to the full inclusion movement (FIM) internationally is noted. Nowadays, the FIM maintains a narrow focus on one aspect of the U. S. Individuals with Disabilities Education Act (IDEA), with a deeply erroneous interpretation of the least restrictive environment (LRE) requirement. In giving comparatively little attention to other parts of the U. S. law, including free appropriate public education (FAPE), the individual education plan (IEP), and a continuum of alternative placements (CAP), the FIM may become a caricature; emphasizing physical/spatial inclusion to the neglect of FAPE and learning, it may achieve the opposite of what was intended. Not accidentally, IDEA has been criticized as outdated, and it could be revised detrimentally if such criticism, accompanied by alarming international policy trends, dominate thinking about special education. Recommendations are made for learning from the history of social policy, including the institutionalization/deinstitutionalization movements.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2020-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1727326","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46372404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：