Pub Date : 2023-10-10DOI: 10.1080/09362835.2023.2266536
Stephanie Devine, Cynthia Massey, Kathryn L. Haughney
ABSTRACTAlthough applications (apps) for technology-based self-monitoring have received little attention in the literature for college-level students with intellectual disability (ID) in inclusive postsecondary education (IPSE) programs at institutions of higher education, novel tools regularly arrive and are applied within current support structures. I-Connect, a smartphone or web-based self-monitoring tool, has the potential to be an important instrument for promoting independence and access to inclusive academic and workplace environments. The current study used a multi-treatment A-B-A-B-C withdrawal single-case design to determine the effects of peer coaching and a smartphone-based self-monitoring app on the on-task behavior of a college student with autism and intellectual disability. Measurement included the impact of the I-Connect app and peer tutoring in combination with the app and the social validity of the intervention. Findings demonstrated a functional relation for the use of I-Connect with some limitations. The data showed promise for the addition of peer support and were confirmed by a social validity measure. The combination of technology-based self-monitoring supports with the peer supports typically available in inclusive postsecondary education (IPSE) programs can potentially increase key self-determination outcomes. The authors discuss further implications and suggestions for confirming these findings in subsequent inquiries. AcknowledgmentsWe wish to thank the students and staff of the inclusive postsecondary education program that participated in this study. Without their support and willingness, this research would not have been possible. This research study was approved by the Institutional Review Board of Georgia Southern University, approval number H21126.Disclosure statementThere are no financial or non-financial competing interests to report for this study. The researchers have no connection to the I-Connect software used in this study other than it is free software.Data availability statementThe authors confirm that the data supporting the findings of this study are available within the article.Additional informationFundingThis work was not supported under any grants.
尽管基于技术的自我监控应用程序(app)在高等教育机构的包容性高等教育(IPSE)项目中对智力残疾(ID)的大学生水平的关注很少，但新工具经常出现并应用于当前的支持结构中。I-Connect是一种智能手机或基于网络的自我监测工具，有可能成为促进独立和获得包容性学术和工作环境的重要工具。目前的研究采用多治疗a -b - a -b -c戒断单例设计，以确定同伴指导和基于智能手机的自我监控应用程序对患有自闭症和智力残疾的大学生的任务行为的影响。测量包括I-Connect应用程序和同伴辅导结合应用程序的影响和干预的社会效度。研究结果表明，使用I-Connect具有一定的功能关系和局限性。这些数据显示了同伴支持的增加，并通过社会效度测量得到了证实。基于技术的自我监控支持与包容性高等教育(IPSE)项目中典型的同伴支持相结合，可能会增加关键的自我决定结果。作者讨论了进一步的影响和建议，以确认这些发现在随后的调查。我们要感谢参与这项研究的包容性高等教育项目的学生和工作人员。没有他们的支持和意愿，这项研究是不可能的。本研究经佐治亚南方大学机构审查委员会批准，批准号H21126。本研究没有财务或非财务上的竞争利益报告。研究人员与这项研究中使用的I-Connect软件没有任何关系，只是它是免费软件。数据可用性声明作者确认在文章中可以获得支持本研究结果的数据。本研究没有得到任何资助。
{"title":"Staying on Task: Use of Self-Monitoring and Peer Coaching to Support Inclusive Postsecondary Education","authors":"Stephanie Devine, Cynthia Massey, Kathryn L. Haughney","doi":"10.1080/09362835.2023.2266536","DOIUrl":"https://doi.org/10.1080/09362835.2023.2266536","url":null,"abstract":"ABSTRACTAlthough applications (apps) for technology-based self-monitoring have received little attention in the literature for college-level students with intellectual disability (ID) in inclusive postsecondary education (IPSE) programs at institutions of higher education, novel tools regularly arrive and are applied within current support structures. I-Connect, a smartphone or web-based self-monitoring tool, has the potential to be an important instrument for promoting independence and access to inclusive academic and workplace environments. The current study used a multi-treatment A-B-A-B-C withdrawal single-case design to determine the effects of peer coaching and a smartphone-based self-monitoring app on the on-task behavior of a college student with autism and intellectual disability. Measurement included the impact of the I-Connect app and peer tutoring in combination with the app and the social validity of the intervention. Findings demonstrated a functional relation for the use of I-Connect with some limitations. The data showed promise for the addition of peer support and were confirmed by a social validity measure. The combination of technology-based self-monitoring supports with the peer supports typically available in inclusive postsecondary education (IPSE) programs can potentially increase key self-determination outcomes. The authors discuss further implications and suggestions for confirming these findings in subsequent inquiries. AcknowledgmentsWe wish to thank the students and staff of the inclusive postsecondary education program that participated in this study. Without their support and willingness, this research would not have been possible. This research study was approved by the Institutional Review Board of Georgia Southern University, approval number H21126.Disclosure statementThere are no financial or non-financial competing interests to report for this study. The researchers have no connection to the I-Connect software used in this study other than it is free software.Data availability statementThe authors confirm that the data supporting the findings of this study are available within the article.Additional informationFundingThis work was not supported under any grants.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136353069","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 : 2023-10-10DOI: 10.1080/09362835.2023.2266534
Lefki Kourea, Helen Phtiaka
ABSTRACTStudent behavioral problems are a concern among educators in Cyprus. Policy and practice measures implemented in Cyprus have primarily focused on addressing problem behaviors at the individual level. Recently, behavior support implementations have occurred at a schoolwide level. This mixed methods study presents the results of two model demonstration sites of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) implemented in two elementary schools in Cyprus. Exploration and initial implementation efforts focused on adapting and contextually fitting the SWPBIS primary prevention’s four core features (outcomes, data, practices, systems) to meet the values and needs of Cypriot schools. Intervention components included defining and teaching expected classroom behaviors, acknowledging and reinforcing social expectations, re-directing and correcting social errors, and collecting data to make informed decisions. Treatment fidelity was measured three times throughout the study. Outcome measures included disruptive behavioral incidents and the staff’s social acceptability of intervention components. Results are discussed, and implications for practice in implementing SWPBIS are suggested within the centralized educational context of Cyprus. AcknowledgmentsThe authors wish to thank the school staff and the administration from both elementary schools for their collaboration in this research project.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the European Commission (Research Executive Agency) Marie Skłodowska-Curie International Outgoing Fellowship Grant # PIOF-GA-2012-331065.
{"title":"Initial Exploration and Implementation Efforts of SWPBIS Tier 1 in Cyprus: Results from Two Model Demonstration Sites","authors":"Lefki Kourea, Helen Phtiaka","doi":"10.1080/09362835.2023.2266534","DOIUrl":"https://doi.org/10.1080/09362835.2023.2266534","url":null,"abstract":"ABSTRACTStudent behavioral problems are a concern among educators in Cyprus. Policy and practice measures implemented in Cyprus have primarily focused on addressing problem behaviors at the individual level. Recently, behavior support implementations have occurred at a schoolwide level. This mixed methods study presents the results of two model demonstration sites of Schoolwide Positive Behavior Interventions and Supports (SWPBIS) implemented in two elementary schools in Cyprus. Exploration and initial implementation efforts focused on adapting and contextually fitting the SWPBIS primary prevention’s four core features (outcomes, data, practices, systems) to meet the values and needs of Cypriot schools. Intervention components included defining and teaching expected classroom behaviors, acknowledging and reinforcing social expectations, re-directing and correcting social errors, and collecting data to make informed decisions. Treatment fidelity was measured three times throughout the study. Outcome measures included disruptive behavioral incidents and the staff’s social acceptability of intervention components. Results are discussed, and implications for practice in implementing SWPBIS are suggested within the centralized educational context of Cyprus. AcknowledgmentsThe authors wish to thank the school staff and the administration from both elementary schools for their collaboration in this research project.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the European Commission (Research Executive Agency) Marie Skłodowska-Curie International Outgoing Fellowship Grant # PIOF-GA-2012-331065.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136358515","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 : 2023-10-08DOI: 10.1080/09362835.2023.2263598
Amanda N. Johnston, Meghan M. Burke
ABSTRACTHigh quality family-professional partnerships promote the personal, social, and academic growth of students with disabilities. However, due to systemic barriers, such partnerships can be difficult, especially for families from low-resourced communities. Using the Sunshine Model, the purpose of this systematic literature review was to characterize the literature about family-professional partnerships among families of children with disabilities from low-resourced communities. Altogether, 10 studies were identified. In most studies, participants reported poor family-professional partnerships. Facilitators of strong partnerships included professionals who: attempted to form relationships with families, provided families with training opportunities and resources, cared for students, and encouraged families to ask questions. Barriers to partnerships included: unfamiliarity with the school or special education system, limited familial support, the differing views between families and professionals, unique barriers due to being low-resourced, and cultural and linguistic barriers. Implications for research and practice are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).
{"title":"Family-Professional Partnerships in Low-Resourced Communities: A Systematic Literature Review","authors":"Amanda N. Johnston, Meghan M. Burke","doi":"10.1080/09362835.2023.2263598","DOIUrl":"https://doi.org/10.1080/09362835.2023.2263598","url":null,"abstract":"ABSTRACTHigh quality family-professional partnerships promote the personal, social, and academic growth of students with disabilities. However, due to systemic barriers, such partnerships can be difficult, especially for families from low-resourced communities. Using the Sunshine Model, the purpose of this systematic literature review was to characterize the literature about family-professional partnerships among families of children with disabilities from low-resourced communities. Altogether, 10 studies were identified. In most studies, participants reported poor family-professional partnerships. Facilitators of strong partnerships included professionals who: attempted to form relationships with families, provided families with training opportunities and resources, cared for students, and encouraged families to ask questions. Barriers to partnerships included: unfamiliarity with the school or special education system, limited familial support, the differing views between families and professionals, unique barriers due to being low-resourced, and cultural and linguistic barriers. Implications for research and practice are discussed. Disclosure statementNo potential conflict of interest was reported by the author(s).","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135197780","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 : 2023-04-20DOI: 10.1080/09362835.2023.2203929
S. E. Goldman, Nanho Vander Hart
ABSTRACT Solutions for the special education teacher shortage typically focus on the retention of inservice teachers. A different approach starts earlier, focusing on preservice teachers who are developing their skillsets and determining their field of interest. Using Social Cognitive Career Theory as a framework, we examined preservice teachers’ special education career-related outcomes. In this pilot study, we evaluated the effect of a school-university partnership compared to a typical introduction to special education course. Using a quasi-experimental design, 77 participants completed pre- and post-measures on their special education: (a) perceived knowledge and comfort, (b) teaching efficacy, (c) career outcome expectations, (d) interest, and (e) career intentions. Results of paired t-tests showed that participants in both groups improved significantly in their perceived special education knowledge, confidence, and self-efficacy, with larger effect sizes for the partnership group. Analysis of Covariance (ANCOVA) showed higher posttest scores in special education self-efficacy, interest, and intentions for those in the partnership group. Themes from participants’ open-ended responses mirrored quantitative findings. Implications from this pilot study for research, practice, and policy are discussed.
{"title":"The Impact of a School-University Partnership Model on Preservice Teacher Outcomes: Developing Future Special Educators","authors":"S. E. Goldman, Nanho Vander Hart","doi":"10.1080/09362835.2023.2203929","DOIUrl":"https://doi.org/10.1080/09362835.2023.2203929","url":null,"abstract":"ABSTRACT Solutions for the special education teacher shortage typically focus on the retention of inservice teachers. A different approach starts earlier, focusing on preservice teachers who are developing their skillsets and determining their field of interest. Using Social Cognitive Career Theory as a framework, we examined preservice teachers’ special education career-related outcomes. In this pilot study, we evaluated the effect of a school-university partnership compared to a typical introduction to special education course. Using a quasi-experimental design, 77 participants completed pre- and post-measures on their special education: (a) perceived knowledge and comfort, (b) teaching efficacy, (c) career outcome expectations, (d) interest, and (e) career intentions. Results of paired t-tests showed that participants in both groups improved significantly in their perceived special education knowledge, confidence, and self-efficacy, with larger effect sizes for the partnership group. Analysis of Covariance (ANCOVA) showed higher posttest scores in special education self-efficacy, interest, and intentions for those in the partnership group. Themes from participants’ open-ended responses mirrored quantitative findings. Implications from this pilot study for research, practice, and policy are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42589237","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 : 2023-03-29DOI: 10.1080/09362835.2023.2196425
Chelsea W. Morgan, Gregory A. Cheatham, S. Lim, Jennifer M. Amilivia, Jose R. Martinez
ABSTRACT Efforts to address the identified needs of labeled groups of children (e.g. identified with disabilities, considered at-risk) may magnify difference and further stigmatize children labeled as different. In this article, we introduce a relational framework to the field of inclusive early childhood education that reframes perceptions of difference by disrupting and redistributing power through relationships. The social-relations approach informs this framework to foster relational aspects of young children’s experiences of inclusive education in preschool. This framework, with adequate systems-level supports, may serve as a model leading to best practice by enabling the access and participation of all children in learning opportunities within genuinely inclusive, equitable contexts. This reframing of difference through relationships, rather than locating difference within the child, holds implications for research, practitioners, and the profession.
{"title":"Enacting the Social-Relations Approach: A Relational Framework for Inclusive Early Childhood Education","authors":"Chelsea W. Morgan, Gregory A. Cheatham, S. Lim, Jennifer M. Amilivia, Jose R. Martinez","doi":"10.1080/09362835.2023.2196425","DOIUrl":"https://doi.org/10.1080/09362835.2023.2196425","url":null,"abstract":"ABSTRACT Efforts to address the identified needs of labeled groups of children (e.g. identified with disabilities, considered at-risk) may magnify difference and further stigmatize children labeled as different. In this article, we introduce a relational framework to the field of inclusive early childhood education that reframes perceptions of difference by disrupting and redistributing power through relationships. The social-relations approach informs this framework to foster relational aspects of young children’s experiences of inclusive education in preschool. This framework, with adequate systems-level supports, may serve as a model leading to best practice by enabling the access and participation of all children in learning opportunities within genuinely inclusive, equitable contexts. This reframing of difference through relationships, rather than locating difference within the child, holds implications for research, practitioners, and the profession.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42504937","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 : 2023-03-08DOI: 10.1080/09362835.2023.2174985
J. B. Schumaker
ABSTRACT This study involved a pretest-posttest control-group design in which four multimedia writing programs were tested with secondary students across a school year. These programs were based on strategic instruction and focused on the skills of writing complete sentences, paragraph writing, and theme writing. Measures included scores on practice activities and quizzes, time spent, knowledge tests about writing skills, sentence-construction scores, complete sentences scores, planning scores, paragraph-organization scores, theme-organization scores, and satisfaction ratings. All of the students who used the multi-media writing programs met mastery on all of the practice activities, quizzes, and planning and writing samples. Significant and substantial differences were found between the posttest scores of the writing students and students who received other academic instruction, as well as between the writing students’ posttest scores and posttest scores of a normative comparison group.
{"title":"The Effects of Four Multimedia Writing Strategy Programs on Secondary Students’ Sentence, Paragraph, and Theme Writing","authors":"J. B. Schumaker","doi":"10.1080/09362835.2023.2174985","DOIUrl":"https://doi.org/10.1080/09362835.2023.2174985","url":null,"abstract":"ABSTRACT This study involved a pretest-posttest control-group design in which four multimedia writing programs were tested with secondary students across a school year. These programs were based on strategic instruction and focused on the skills of writing complete sentences, paragraph writing, and theme writing. Measures included scores on practice activities and quizzes, time spent, knowledge tests about writing skills, sentence-construction scores, complete sentences scores, planning scores, paragraph-organization scores, theme-organization scores, and satisfaction ratings. All of the students who used the multi-media writing programs met mastery on all of the practice activities, quizzes, and planning and writing samples. Significant and substantial differences were found between the posttest scores of the writing students and students who received other academic instruction, as well as between the writing students’ posttest scores and posttest scores of a normative comparison group.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43337111","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 : 2023-02-28DOI: 10.1080/09362835.2023.2184819
K. Sanderson
ABSTRACT The individualized education program (IEP) process can be difficult for many parents of children with disabilities to navigate. Analyzing qualitative data from a national, web-based survey, this study examined parent experiences during IEP meetings, as well as advice parents have for other families participating in the IEP process. Participants included 803 parents of school-aged students with disabilities who had a current IEP from across the U.S. Results indicated that parent experiences during IEP meetings varied; however, over half of respondents described negative experiences. Further, parents offered advice for others participating in IEP meetings regarding preparedness, support, advocacy, the potential for negative meetings, being a team member, and strategies and tips for successful parent involvement in educational planning. Implications for practice and policy are discussed.
{"title":"“Be Prepared to Fight Like Hell”: Parent Advice for IEP Meetings","authors":"K. Sanderson","doi":"10.1080/09362835.2023.2184819","DOIUrl":"https://doi.org/10.1080/09362835.2023.2184819","url":null,"abstract":"ABSTRACT The individualized education program (IEP) process can be difficult for many parents of children with disabilities to navigate. Analyzing qualitative data from a national, web-based survey, this study examined parent experiences during IEP meetings, as well as advice parents have for other families participating in the IEP process. Participants included 803 parents of school-aged students with disabilities who had a current IEP from across the U.S. Results indicated that parent experiences during IEP meetings varied; however, over half of respondents described negative experiences. Further, parents offered advice for others participating in IEP meetings regarding preparedness, support, advocacy, the potential for negative meetings, being a team member, and strategies and tips for successful parent involvement in educational planning. Implications for practice and policy are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49391632","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 : 2023-02-09DOI: 10.1080/09362835.2023.2174119
Amber B. Ray, Caroline Torres, Yucheng Cao
ABSTRACT Developing informative writing skills at the elementary level is critical for long-term academic and personal success. This study investigated impacts of a schoolwide implementation of Self-Regulated Strategy Development (SRSD) in inclusive classes to improve elementary students’ informative writing and teachers’ efficacy and perceptions of teaching SRSD for writing. Eighteen kindergarten through fifth-grade teachers participated in professional development and implemented SRSD with 276 students. Multilevel modeling was used to examine how students’ improvement in writing performance varied by their gender, classification (general education – receiving no additional services, receiving special education services, English Learners [ELs], and special education and EL), and number of lessons received. Student writing was scored for genre elements, holistic quality, total words written, and transition words. Results demonstrate that students in all grades improved on all measures. Gain scores of informative genre elements, holistic quality, and transition words remained significant even after controlling for student gender, classification, and the number of lessons received. In addition, teachers reported feeling more confident and skillful in teaching writing through SRSD.
{"title":"Improving Informative Writing in Inclusive and Linguistically-Diverse Elementary Classes through Self-Regulated Strategy Development","authors":"Amber B. Ray, Caroline Torres, Yucheng Cao","doi":"10.1080/09362835.2023.2174119","DOIUrl":"https://doi.org/10.1080/09362835.2023.2174119","url":null,"abstract":"ABSTRACT Developing informative writing skills at the elementary level is critical for long-term academic and personal success. This study investigated impacts of a schoolwide implementation of Self-Regulated Strategy Development (SRSD) in inclusive classes to improve elementary students’ informative writing and teachers’ efficacy and perceptions of teaching SRSD for writing. Eighteen kindergarten through fifth-grade teachers participated in professional development and implemented SRSD with 276 students. Multilevel modeling was used to examine how students’ improvement in writing performance varied by their gender, classification (general education – receiving no additional services, receiving special education services, English Learners [ELs], and special education and EL), and number of lessons received. Student writing was scored for genre elements, holistic quality, total words written, and transition words. Results demonstrate that students in all grades improved on all measures. Gain scores of informative genre elements, holistic quality, and transition words remained significant even after controlling for student gender, classification, and the number of lessons received. In addition, teachers reported feeling more confident and skillful in teaching writing through SRSD.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44456939","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 : 2023-02-05DOI: 10.1080/09362835.2023.2171418
O. Coleman, J. Mcdonnell, Jessica A. Bowman, Carrie Eichelberger, Joanna Ryan, L. Conradi
ABSTRACT Teachers’ perceptions play a critical role in defining and giving meaning to new initiatives and policies in schools. However, very little is known about the perceptions of self-contained special educators responsible for students with significant cognitive disabilities (SCD) pertaining to the inclusion of students with SCD in general education classes and how those perceptions impact educational programming. In this qualitative study, the authors conducted semi-structured interviews with 21 special educators responsible for students with SCD who taught in self-contained classes within traditional public schools. The interview was designed to explore special educators’ perceptions pertaining to including students with SCD in general education classes and possible personal and environmental factors that may influence their perceptions. The findings suggest that self-contained special educators responsible for students with SCD are tentatively supportive of including their students in general education classes. However, several factors (e.g., lack of support, student abilities and skills, general educator attitudes) and reservations appeared to impact special educators’ decision-making pertaining to including their students with SCD in general education classes.
{"title":"Self-Contained Special Educators’ Perceptions toward Including Students with Significant Cognitive Disabilities in General Education Classes","authors":"O. Coleman, J. Mcdonnell, Jessica A. Bowman, Carrie Eichelberger, Joanna Ryan, L. Conradi","doi":"10.1080/09362835.2023.2171418","DOIUrl":"https://doi.org/10.1080/09362835.2023.2171418","url":null,"abstract":"ABSTRACT Teachers’ perceptions play a critical role in defining and giving meaning to new initiatives and policies in schools. However, very little is known about the perceptions of self-contained special educators responsible for students with significant cognitive disabilities (SCD) pertaining to the inclusion of students with SCD in general education classes and how those perceptions impact educational programming. In this qualitative study, the authors conducted semi-structured interviews with 21 special educators responsible for students with SCD who taught in self-contained classes within traditional public schools. The interview was designed to explore special educators’ perceptions pertaining to including students with SCD in general education classes and possible personal and environmental factors that may influence their perceptions. The findings suggest that self-contained special educators responsible for students with SCD are tentatively supportive of including their students in general education classes. However, several factors (e.g., lack of support, student abilities and skills, general educator attitudes) and reservations appeared to impact special educators’ decision-making pertaining to including their students with SCD in general education classes.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-02-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43084937","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 : 2022-12-16DOI: 10.1080/09362835.2022.2158087
Kristin L. Sayeski, Emily A. Reno, Jillian M. Thoele
ABSTRACT Since the introduction of response-to-intervention as a process for identifying specific learning disabilities and the widespread adoption of multi-tiered systems of support as a framework for instructional delivery, the role of the special educator has become blurred. Specifically, special educators have struggled to identify their role across tiers of instruction. Often working in the direction of general educators, moving from less intensive to more intensive instructional supports, special educators can inadvertently fail to address instructional and behavioral needs indicated by a student’s present levels of academic achievement and functional performance. The purpose of this article is to operationalize the construct of specially designed instruction, which begins rather than ends with the identification of specialized intervention supports, and provide a framework for planning to ensure the delivery of meaningful instruction for students with learning disabilities across settings and circumstances.
{"title":"Specially Designed Instruction: Operationalizing the Delivery of Special Education Services","authors":"Kristin L. Sayeski, Emily A. Reno, Jillian M. Thoele","doi":"10.1080/09362835.2022.2158087","DOIUrl":"https://doi.org/10.1080/09362835.2022.2158087","url":null,"abstract":"ABSTRACT Since the introduction of response-to-intervention as a process for identifying specific learning disabilities and the widespread adoption of multi-tiered systems of support as a framework for instructional delivery, the role of the special educator has become blurred. Specifically, special educators have struggled to identify their role across tiers of instruction. Often working in the direction of general educators, moving from less intensive to more intensive instructional supports, special educators can inadvertently fail to address instructional and behavioral needs indicated by a student’s present levels of academic achievement and functional performance. The purpose of this article is to operationalize the construct of specially designed instruction, which begins rather than ends with the identification of specialized intervention supports, and provide a framework for planning to ensure the delivery of meaningful instruction for students with learning disabilities across settings and circumstances.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48904260","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}
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