Pub Date : 2022-05-27DOI: 10.1080/09362835.2021.2006060
Jacqueline Huscroft-D’Angelo, Jennifer Farley, Kristin Duppong Hurley, M. Lambert, A. Trout
ABSTRACT Parental engagement in special education promotes positive student outcomes and parent-school relationships. In order to promote engagement, parents must possess a basic knowledge and understanding of special education processes and parent and student rights. Little is known regarding parental knowledge about special education or how they learn about and access information on the special education process. This exploratory study surveyed 133 parents of students with disabilities to identify how they received special education related information, specific information received or searched across primary special education topics, and their perceived current and retrospective understanding of these topics as well as how these may differ based on specific parent and special education status characteristics. Findings indicate that parents gain the majority of information from personal communication (i.e., conversations with special education teachers, other parents), often independently search out additional information on key aspects of special education, and feel most knowledgeable about Individualized Education Programs (IEPs) and least knowledgeable about the legal aspects of special education. Significant differences were noted on some family characteristics in areas of satisfaction with resources, overall special education knowledge, and ways in which parents obtain information (e.g., school or on their own). Limitations, implications, and future research are discussed.
{"title":"Engaging Parents in Special Education: An Examination of Knowledge and Access to Resources","authors":"Jacqueline Huscroft-D’Angelo, Jennifer Farley, Kristin Duppong Hurley, M. Lambert, A. Trout","doi":"10.1080/09362835.2021.2006060","DOIUrl":"https://doi.org/10.1080/09362835.2021.2006060","url":null,"abstract":"ABSTRACT Parental engagement in special education promotes positive student outcomes and parent-school relationships. In order to promote engagement, parents must possess a basic knowledge and understanding of special education processes and parent and student rights. Little is known regarding parental knowledge about special education or how they learn about and access information on the special education process. This exploratory study surveyed 133 parents of students with disabilities to identify how they received special education related information, specific information received or searched across primary special education topics, and their perceived current and retrospective understanding of these topics as well as how these may differ based on specific parent and special education status characteristics. Findings indicate that parents gain the majority of information from personal communication (i.e., conversations with special education teachers, other parents), often independently search out additional information on key aspects of special education, and feel most knowledgeable about Individualized Education Programs (IEPs) and least knowledgeable about the legal aspects of special education. Significant differences were noted on some family characteristics in areas of satisfaction with resources, overall special education knowledge, and ways in which parents obtain information (e.g., school or on their own). Limitations, implications, and future research are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"201 - 214"},"PeriodicalIF":1.3,"publicationDate":"2022-05-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47058841","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 : 2022-01-31DOI: 10.1080/09362835.2021.2006061
Emily C. Bouck, Holly M. Long
ABSTRACT Mathematical fluency supports maintenance of mathematical skills (Shurr et al., 2019). Multiple interventions support fluency, including the use of games. However, limited research exists exploring games as a means of increasing student fluency in mathematics. In this single case design study, researchers examined the relation between four elementary students’ fluency with single-digit multiplication problems and playing the Product Game, which is a game focused on whole number multiplication facts. Researchers found a functional relation between the intervention of playing the game for 10 min and student accuracy with digits and answers on a 1 min multiplication fluency probe. Overall, students also maintained higher digit and answer rates.
摘要数学流利性有助于保持数学技能（Shurr et al.，2019）。多种干预措施支持流畅性，包括游戏的使用。然而，探索游戏作为提高学生数学流利性的一种手段的研究有限。在这项单案例设计研究中，研究人员考察了四名小学生对个位数乘法问题的流利程度与玩乘积游戏之间的关系，乘积游戏是一种关注整数乘法事实的游戏。研究人员发现，玩游戏10分钟的干预与学生在1分钟乘法流利度测试中数字和答案的准确性之间存在函数关系。总体而言，学生的数字和回答率也保持较高。
{"title":"Playing Games to Promote Fluency: Making Products to Make Gains","authors":"Emily C. Bouck, Holly M. Long","doi":"10.1080/09362835.2021.2006061","DOIUrl":"https://doi.org/10.1080/09362835.2021.2006061","url":null,"abstract":"ABSTRACT Mathematical fluency supports maintenance of mathematical skills (Shurr et al., 2019). Multiple interventions support fluency, including the use of games. However, limited research exists exploring games as a means of increasing student fluency in mathematics. In this single case design study, researchers examined the relation between four elementary students’ fluency with single-digit multiplication problems and playing the Product Game, which is a game focused on whole number multiplication facts. Researchers found a functional relation between the intervention of playing the game for 10 min and student accuracy with digits and answers on a 1 min multiplication fluency probe. Overall, students also maintained higher digit and answer rates.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"126 - 139"},"PeriodicalIF":1.3,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46592922","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 : 2021-09-02DOI: 10.1080/09362835.2021.1938068
P. Zirkel
ABSTRACT This article summarizes the applicable judicial analysis for cases in which special education personnel claim that their employing district retaliated against them for advocacy on behalf of students with disabilities. Providing examples of recent relevant court decisions, it traces the applicable essential elements and likely outcomes for such claims under Section 504 of the Rehabilitation Act and the secondary alternative legal bases of First Amendment freedom of expression and state whistle blower laws. The concluding discussion provides the practical implications for special educators, including the role of professional ethics.
{"title":"Special Educator Advocacy: A Case of Retaliation?","authors":"P. Zirkel","doi":"10.1080/09362835.2021.1938068","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938068","url":null,"abstract":"ABSTRACT This article summarizes the applicable judicial analysis for cases in which special education personnel claim that their employing district retaliated against them for advocacy on behalf of students with disabilities. Providing examples of recent relevant court decisions, it traces the applicable essential elements and likely outcomes for such claims under Section 504 of the Rehabilitation Act and the secondary alternative legal bases of First Amendment freedom of expression and state whistle blower laws. The concluding discussion provides the practical implications for special educators, including the role of professional ethics.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"57 - 62"},"PeriodicalIF":1.3,"publicationDate":"2021-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44996272","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 : 2021-08-30DOI: 10.1080/09362835.2021.1968403
M. Burke, J. Tovar, Kristina Rios
ABSTRACT Advocacy is often an expectation for parents of children with disabilities. However, little is known about the process and products (i.e., outcomes) of parent advocacy experiences. Without understanding parent perceptions of their advocacy experiences, it is difficult to measure the effectiveness of parent advocacy. To this end, the purpose of this study was to explore positive (i.e., successful) and negative (i.e., unsuccessful) advocacy experiences of parents of children with disabilities. Semi-structured interviews were conducted with 43 parents of children with disabilities. Constant comparative analysis was used to analyze the interview data. The advocacy process was the same regardless of whether the advocacy experience was positive or negative. Participants reported positive advocacy experiences reinforced future advocacy efforts whereas negative advocacy experiences had mixed effects on their future advocacy. Implications for research and practice are discussed.
{"title":"Exploring the Advocacy Process and Its Products among Parents of Children with Disabilities","authors":"M. Burke, J. Tovar, Kristina Rios","doi":"10.1080/09362835.2021.1968403","DOIUrl":"https://doi.org/10.1080/09362835.2021.1968403","url":null,"abstract":"ABSTRACT Advocacy is often an expectation for parents of children with disabilities. However, little is known about the process and products (i.e., outcomes) of parent advocacy experiences. Without understanding parent perceptions of their advocacy experiences, it is difficult to measure the effectiveness of parent advocacy. To this end, the purpose of this study was to explore positive (i.e., successful) and negative (i.e., unsuccessful) advocacy experiences of parents of children with disabilities. Semi-structured interviews were conducted with 43 parents of children with disabilities. Constant comparative analysis was used to analyze the interview data. The advocacy process was the same regardless of whether the advocacy experience was positive or negative. Participants reported positive advocacy experiences reinforced future advocacy efforts whereas negative advocacy experiences had mixed effects on their future advocacy. Implications for research and practice are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"187 - 200"},"PeriodicalIF":1.3,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45301803","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 : 2021-08-08DOI: 10.1080/09362835.2020.1850450
Michael A. Hebert, Mackenzie E. Savaiano
ABSTRACT This paper describes a survey of teachers of students with visual impairments (TVIs) in Nebraska. Questions addressed their preparation to teach writing, writing practices, and beliefs about writing instruction. Twenty-four of 60 TVIs in Nebraska responded to the survey, and 19 answered all questions. Teachers were split on their preparation to teach writing (50% indicated receiving adequate training), but slightly to moderately agreed that they knew how to use writing to support their students’ needs. The TVIs unanimously agreed that all writing purposes (e.g., for fun, to demonstrate knowledge, for daily living activities) are appropriate for students who are functionally blind, students who have low vision, and students with multiple disabilities or deaf-blindness. However, they were split on whether writing instruction was their responsibility (47.8% agreed, 52.2% disagreed) and varied in the use of writing practices across different groups of students (e.g., 74% of TVIs felt writing to inform was appropriate for students who are functionally blind, whereas only 42% and 11% felt this was appropriate for students with low vision and multiple-disabilities, respectively). The implications of this study are limited due to the small number of participants, but the results represent 40% of the total number of Nebraska TVIs.
{"title":"A survey of the writing instructional practices of Nebraska teachers of students with visual impairments","authors":"Michael A. Hebert, Mackenzie E. Savaiano","doi":"10.1080/09362835.2020.1850450","DOIUrl":"https://doi.org/10.1080/09362835.2020.1850450","url":null,"abstract":"ABSTRACT This paper describes a survey of teachers of students with visual impairments (TVIs) in Nebraska. Questions addressed their preparation to teach writing, writing practices, and beliefs about writing instruction. Twenty-four of 60 TVIs in Nebraska responded to the survey, and 19 answered all questions. Teachers were split on their preparation to teach writing (50% indicated receiving adequate training), but slightly to moderately agreed that they knew how to use writing to support their students’ needs. The TVIs unanimously agreed that all writing purposes (e.g., for fun, to demonstrate knowledge, for daily living activities) are appropriate for students who are functionally blind, students who have low vision, and students with multiple disabilities or deaf-blindness. However, they were split on whether writing instruction was their responsibility (47.8% agreed, 52.2% disagreed) and varied in the use of writing practices across different groups of students (e.g., 74% of TVIs felt writing to inform was appropriate for students who are functionally blind, whereas only 42% and 11% felt this was appropriate for students with low vision and multiple-disabilities, respectively). The implications of this study are limited due to the small number of participants, but the results represent 40% of the total number of Nebraska TVIs.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"294 - 309"},"PeriodicalIF":1.3,"publicationDate":"2021-08-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1850450","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44641158","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 : 2021-07-14DOI: 10.1080/09362835.2021.1938054
Kristen Schraml-Block, M. Ostrosky
ABSTRACT Families who have children with delays or disabilities are often expected to become advocates for their children. Despite this inherent expectation, there is limited research available focused on advocacy during the early years (birth to three). The purpose of this study was to use qualitative inquiry, specifically semi-structured interviews, to explore 15 parents’ meanings of and experiences with advocacy in the early years. Thematic and constant comparative analyses were used and subsequently 22 codes within six major categories were identified. Three major findings related to the meaning and nature of advocacy in the early years involved: (a) education and being a voice for children are critical components of parents’ constructed definitions of advocacy; (b) parents engage in a variety of advocacy interactions, across formal and informal settings, prior to and during Early Intervention; and (c) and parental advocacy requires capital resources. Implications for practice and future research are discussed.
{"title":"The Meaning and Nature of Parental Advocacy in the Early Years","authors":"Kristen Schraml-Block, M. Ostrosky","doi":"10.1080/09362835.2021.1938054","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938054","url":null,"abstract":"ABSTRACT Families who have children with delays or disabilities are often expected to become advocates for their children. Despite this inherent expectation, there is limited research available focused on advocacy during the early years (birth to three). The purpose of this study was to use qualitative inquiry, specifically semi-structured interviews, to explore 15 parents’ meanings of and experiences with advocacy in the early years. Thematic and constant comparative analyses were used and subsequently 22 codes within six major categories were identified. Three major findings related to the meaning and nature of advocacy in the early years involved: (a) education and being a voice for children are critical components of parents’ constructed definitions of advocacy; (b) parents engage in a variety of advocacy interactions, across formal and informal settings, prior to and during Early Intervention; and (c) and parental advocacy requires capital resources. Implications for practice and future research are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"157 - 172"},"PeriodicalIF":1.3,"publicationDate":"2021-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938054","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48703999","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 : 2021-07-01DOI: 10.1080/09362835.2021.1938060
Yi-Chen Wu, M. Thurlow, David R. Johnson
ABSTRACT The increase in English learners (ELs) with disabilities has been reported by others, yet little is known about the transition planning meeting experiences of this population and their post-school expectations. This study explored transition planning experiences and post-school expectations of a nationally representative sample of ELs with disabilities by examining the National Longitudinal Transition Study 2012 dataset. Results showed that ELs with disabilities were more likely to take a passive role in transition planning and less likely to be involved in developing goals during the Individualized Education Program (IEP) transition planning meeting. ELs with disabilities, compared to non-ELs with disabilities, had lower expectations for being financially independent by age 30. These findings underscore the importance of specifically addressing the cultural and linguistic needs of ELs with disabilities during the IEP transition planning process and suggest recommendations for educational policy and practice for this population.
{"title":"A National View of Transition Planning Participation and Post-School Goals for English Learners with Disabilities","authors":"Yi-Chen Wu, M. Thurlow, David R. Johnson","doi":"10.1080/09362835.2021.1938060","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938060","url":null,"abstract":"ABSTRACT The increase in English learners (ELs) with disabilities has been reported by others, yet little is known about the transition planning meeting experiences of this population and their post-school expectations. This study explored transition planning experiences and post-school expectations of a nationally representative sample of ELs with disabilities by examining the National Longitudinal Transition Study 2012 dataset. Results showed that ELs with disabilities were more likely to take a passive role in transition planning and less likely to be involved in developing goals during the Individualized Education Program (IEP) transition planning meeting. ELs with disabilities, compared to non-ELs with disabilities, had lower expectations for being financially independent by age 30. These findings underscore the importance of specifically addressing the cultural and linguistic needs of ELs with disabilities during the IEP transition planning process and suggest recommendations for educational policy and practice for this population.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"18 - 35"},"PeriodicalIF":1.3,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938060","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42626708","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 : 2021-06-27DOI: 10.1080/09362835.2021.1938061
K. Wilkerson, Elizabeth E. Sikora, Melinda M. Leko
ABSTRACT For decades, school districts have relied on unlicensed teachers to fill vacancies in special education, leaving students with disabilities to receive educational services from individuals without the necessary preparation, resulting in inequitable educational opportunities. An emergency certification, granted in numerous states, allows unlicensed teachers to provide students’ instruction. We utilized teacher licensure data from a state education agency to examine the preparation pathways of emergency certified special educators in one Midwestern state. Through our descriptive analysis of 798 special educators, 62.5% obtained a full special education teaching license. Traditional educator preparation programs (50.4%) and alternative programs (48.9%) were completed at comparable rates, and special educators worked most frequently on an emergency certification for one year before obtaining full licensure. We provide implications for future research and practice to increase students’ access to qualified special educators.
{"title":"Complicating the Narrative about Emergency Certified Special Educators","authors":"K. Wilkerson, Elizabeth E. Sikora, Melinda M. Leko","doi":"10.1080/09362835.2021.1938061","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938061","url":null,"abstract":"ABSTRACT For decades, school districts have relied on unlicensed teachers to fill vacancies in special education, leaving students with disabilities to receive educational services from individuals without the necessary preparation, resulting in inequitable educational opportunities. An emergency certification, granted in numerous states, allows unlicensed teachers to provide students’ instruction. We utilized teacher licensure data from a state education agency to examine the preparation pathways of emergency certified special educators in one Midwestern state. Through our descriptive analysis of 798 special educators, 62.5% obtained a full special education teaching license. Traditional educator preparation programs (50.4%) and alternative programs (48.9%) were completed at comparable rates, and special educators worked most frequently on an emergency certification for one year before obtaining full licensure. We provide implications for future research and practice to increase students’ access to qualified special educators.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"366 - 375"},"PeriodicalIF":1.3,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938061","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44437739","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 : 2021-06-27DOI: 10.1080/09362835.2021.1938067
Colby Hall, Katlynn Dahl‐Leonard, Grace Cannon
ABSTRACT This exploratory study examined the nature of instruction provided in two reading intervention programs designed for elementary-grade students with dyslexia (The Multisensory Teaching Approach and Reading RULES!). In addition to documenting the proportion of time dedicated to particular content components (i.e., letter-name knowledge, phonological awareness, phonics/decoding, encoding, sight word recognition, passage reading/fluency, comprehension, vocabulary), the research team also documented the degree to which instruction (a) included teacher explanation/modeling, guided practice, group practice, and individual practice, (b) addressed particular types of decoding/encoding procedures, including multi-sensory (defined as tactile/kinesthetic) procedures and use of orthographic rules, and (c) made use of given instructional materials. The team conducted 12, ~45-minute observations. There were many similarities between the two programs (e.g., both were explicit, systematic, and sequential; both included curriculum-based measures of student learning that informed instruction; both dedicated approximately equal amounts of time to decoding and encoding instruction). However, our observations indicated a statistically significant difference between the programs (p < .002) in proportion of time dedicated to letter-name knowledge, text reading, and comprehension instruction. The programs also differed in their emphasis on articulating/applying orthographic rules and on particular procedures for decoding and encoding words.
{"title":"Observing Two Reading Intervention Programs for Students with Dyslexia","authors":"Colby Hall, Katlynn Dahl‐Leonard, Grace Cannon","doi":"10.1080/09362835.2021.1938067","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938067","url":null,"abstract":"ABSTRACT This exploratory study examined the nature of instruction provided in two reading intervention programs designed for elementary-grade students with dyslexia (The Multisensory Teaching Approach and Reading RULES!). In addition to documenting the proportion of time dedicated to particular content components (i.e., letter-name knowledge, phonological awareness, phonics/decoding, encoding, sight word recognition, passage reading/fluency, comprehension, vocabulary), the research team also documented the degree to which instruction (a) included teacher explanation/modeling, guided practice, group practice, and individual practice, (b) addressed particular types of decoding/encoding procedures, including multi-sensory (defined as tactile/kinesthetic) procedures and use of orthographic rules, and (c) made use of given instructional materials. The team conducted 12, ~45-minute observations. There were many similarities between the two programs (e.g., both were explicit, systematic, and sequential; both included curriculum-based measures of student learning that informed instruction; both dedicated approximately equal amounts of time to decoding and encoding instruction). However, our observations indicated a statistically significant difference between the programs (p < .002) in proportion of time dedicated to letter-name knowledge, text reading, and comprehension instruction. The programs also differed in their emphasis on articulating/applying orthographic rules and on particular procedures for decoding and encoding words.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"109 - 125"},"PeriodicalIF":1.3,"publicationDate":"2021-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46065355","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 : 2021-06-23DOI: 10.1080/09362835.2021.1938063
Evelyn S. Johnson, Julianne S. Masser, Lindsey Spears
ABSTRACT Recent advances in the science of learning and development suggest that education reform efforts will require approaches that attend to the needs of the whole student, to include intensive interventions for students who face barriers to learning, such as students with learning and attention disorders. Although the science of learning and development has been informed by research from multiple disciplines, special education teachers will be the primary drivers of this work. As such, they need a framework and tools to guide intervention that relies on the use of individualized, integrated, evidence-based strategies that support the varied self-regulatory challenges of students with learning and attention disorders. To address this need, we drew from both clinical practice and research, to develop a translational framework of self-regulated learning. We discuss how the five competencies of the framework can be used to design and deliver intervention to students with learning disabilities.
{"title":"Self-Regulated Learners: A Comprehensive, Translational Framework for Students with Learning Disabilities","authors":"Evelyn S. Johnson, Julianne S. Masser, Lindsey Spears","doi":"10.1080/09362835.2021.1938063","DOIUrl":"https://doi.org/10.1080/09362835.2021.1938063","url":null,"abstract":"ABSTRACT Recent advances in the science of learning and development suggest that education reform efforts will require approaches that attend to the needs of the whole student, to include intensive interventions for students who face barriers to learning, such as students with learning and attention disorders. Although the science of learning and development has been informed by research from multiple disciplines, special education teachers will be the primary drivers of this work. As such, they need a framework and tools to guide intervention that relies on the use of individualized, integrated, evidence-based strategies that support the varied self-regulatory challenges of students with learning and attention disorders. To address this need, we drew from both clinical practice and research, to develop a translational framework of self-regulated learning. We discuss how the five competencies of the framework can be used to design and deliver intervention to students with learning disabilities.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"31 1","pages":"52 - 68"},"PeriodicalIF":1.3,"publicationDate":"2021-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2021.1938063","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47261654","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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