Pub Date : 2020-08-26DOI: 10.1080/09362835.2020.1801435
Anthony D. Koutsoftas, Pradyumn Srivastava
ABSTRACT Purpose Oral language plays a significant role in the development of reading and writing skills in intermediate grade students. Therefore, it is an important consideration for students receiving special education services for a language-based learning disability (LLD) through the public school system. The goal of this study was to examine the relative contribution of oral language in predicting reading and writing in students with and without LLD. Method An extant dataset including 50 students in fourth and fifth grades was used to answer the study’s research questions. Participants completed a standardized assessment of oral language and reading, and produced one narrative and one expository writing sample counterbalanced across days. Results Significant differences were observed between groups across all measures of oral language, reading, and writing. Oral language accounted for significant amounts of variance in predicting both reading and writing across the sample, with differing patterns by modality. Conclusion Findings from this study contribute to the research knowledge base on intermediate grade students with and without LLD and provide insights into how age, gender, and oral language contribute to the development of reading and writing.
{"title":"Oral Language Contributions to Reading and Writing in Students with and without Language-Learning Disabilities","authors":"Anthony D. Koutsoftas, Pradyumn Srivastava","doi":"10.1080/09362835.2020.1801435","DOIUrl":"https://doi.org/10.1080/09362835.2020.1801435","url":null,"abstract":"ABSTRACT Purpose Oral language plays a significant role in the development of reading and writing skills in intermediate grade students. Therefore, it is an important consideration for students receiving special education services for a language-based learning disability (LLD) through the public school system. The goal of this study was to examine the relative contribution of oral language in predicting reading and writing in students with and without LLD. Method An extant dataset including 50 students in fourth and fifth grades was used to answer the study’s research questions. Participants completed a standardized assessment of oral language and reading, and produced one narrative and one expository writing sample counterbalanced across days. Results Significant differences were observed between groups across all measures of oral language, reading, and writing. Oral language accounted for significant amounts of variance in predicting both reading and writing across the sample, with differing patterns by modality. Conclusion Findings from this study contribute to the research knowledge base on intermediate grade students with and without LLD and provide insights into how age, gender, and oral language contribute to the development of reading and writing.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"28 1","pages":"380 - 392"},"PeriodicalIF":1.3,"publicationDate":"2020-08-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1801435","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41368742","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 : 2020-08-25DOI: 10.1080/09362835.2020.1801436
Rajiv Satsangi, Rachel H. Billman, Alexandra R. Raines
ABSTRACT Students with a mathematics learning disability face many challenges learning algebraic curricula. To support this population, targeted supplementary instruction beyond what is provided by a classroom teacher may benefit their learning outcomes. In this context, video modeling designed in accordance with an established instructional design framework may offer promise in mathematics for this population. While video modeling was studied extensively for students with severe disabilities, its application for students with a mathematics learning disability is limited. Using a single subject alternating treatments design, this study compared video modeling to teacher-led modeling for instructing three secondary students with a mathematics learning disability how to graph linear equations. Across intervention, all three students increased their performance on all dependent variables with both treatments, with teacher-led modeling providing greater accuracy scores for two of the three students. The results of this study and their implications for the field are discussed.
{"title":"Comparing Video Modeling to Teacher-Led Modeling for Algebra Instruction with Students with Learning Disabilities","authors":"Rajiv Satsangi, Rachel H. Billman, Alexandra R. Raines","doi":"10.1080/09362835.2020.1801436","DOIUrl":"https://doi.org/10.1080/09362835.2020.1801436","url":null,"abstract":"ABSTRACT Students with a mathematics learning disability face many challenges learning algebraic curricula. To support this population, targeted supplementary instruction beyond what is provided by a classroom teacher may benefit their learning outcomes. In this context, video modeling designed in accordance with an established instructional design framework may offer promise in mathematics for this population. While video modeling was studied extensively for students with severe disabilities, its application for students with a mathematics learning disability is limited. Using a single subject alternating treatments design, this study compared video modeling to teacher-led modeling for instructing three secondary students with a mathematics learning disability how to graph linear equations. Across intervention, all three students increased their performance on all dependent variables with both treatments, with teacher-led modeling providing greater accuracy scores for two of the three students. The results of this study and their implications for the field are discussed.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"249 - 264"},"PeriodicalIF":1.3,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1801436","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44303780","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 : 2020-08-25DOI: 10.1080/09362835.2020.1801437
N. Skaar, Susan K. Etscheidt, A. Kraayenbrink
ABSTRACT The provision of school-based mental health services (SBMHS) to students with disabilities is inadequate and insufficient. We propose that this failure to provide SBMHS to students with disabilities is due to (a) mental health services not consistently recognized as a related service under the Individuals with Disabilities Education Act (IDEA), (b) a failure of the evaluation provisions of IDEA to include the assessment of mental health needs as an area “related to the suspected disability,” and (c) the poorly conceptualized and fragmented existing approach of assessment and provision of SBMHS for students with disabilities. These factors limit access to adequate SBMHS, particularly for students with ASD and EBD who present immediate and significant mental health needs. The purpose of this article is to propose a conceptual model for the assessment of mental health needs and the provision of SBMHS for students with disabilities. We offer several recommendations to promote the provision of SBMHS.
{"title":"School-Based Mental Health Services for Students with Disabilities: Urgent Need, Systemic Barriers, and a Proposal","authors":"N. Skaar, Susan K. Etscheidt, A. Kraayenbrink","doi":"10.1080/09362835.2020.1801437","DOIUrl":"https://doi.org/10.1080/09362835.2020.1801437","url":null,"abstract":"ABSTRACT The provision of school-based mental health services (SBMHS) to students with disabilities is inadequate and insufficient. We propose that this failure to provide SBMHS to students with disabilities is due to (a) mental health services not consistently recognized as a related service under the Individuals with Disabilities Education Act (IDEA), (b) a failure of the evaluation provisions of IDEA to include the assessment of mental health needs as an area “related to the suspected disability,” and (c) the poorly conceptualized and fragmented existing approach of assessment and provision of SBMHS for students with disabilities. These factors limit access to adequate SBMHS, particularly for students with ASD and EBD who present immediate and significant mental health needs. The purpose of this article is to propose a conceptual model for the assessment of mental health needs and the provision of SBMHS for students with disabilities. We offer several recommendations to promote the provision of SBMHS.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"265 - 279"},"PeriodicalIF":1.3,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1801437","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45743435","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 : 2020-08-13DOI: 10.1080/09362835.2020.1801438
J. Garwood
ABSTRACT Compared to other academic content areas, educational researchers conduct relatively few empirical studies focused on students’ civics knowledge and teachers then have fewer opportunities to learn about research-based practices. A mixed-methods study was undertaken with 326 high school students (n = 52 with disabilities) and 21 social studies and special education teachers. Results indicated 12th-grade students with disabilities scored significantly lower than their peers on a formative assessment of civics knowledge; students with and without disabilities identified school as their primary source of civics knowledge; and interviews with high school special education and social studies teachers revealed several areas for future research and promising practices teachers can use with their students.
{"title":"The Absence of Civics Interventions for Students with Disabilities: A Mixed-Methods Investigation","authors":"J. Garwood","doi":"10.1080/09362835.2020.1801438","DOIUrl":"https://doi.org/10.1080/09362835.2020.1801438","url":null,"abstract":"ABSTRACT Compared to other academic content areas, educational researchers conduct relatively few empirical studies focused on students’ civics knowledge and teachers then have fewer opportunities to learn about research-based practices. A mixed-methods study was undertaken with 326 high school students (n = 52 with disabilities) and 21 social studies and special education teachers. Results indicated 12th-grade students with disabilities scored significantly lower than their peers on a formative assessment of civics knowledge; students with and without disabilities identified school as their primary source of civics knowledge; and interviews with high school special education and social studies teachers revealed several areas for future research and promising practices teachers can use with their students.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"29 1","pages":"280 - 293"},"PeriodicalIF":1.3,"publicationDate":"2020-08-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1801438","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41950614","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 : 2020-06-24DOI: 10.1080/09362835.2020.1772067
Maeghan N. Hennessey, Jason P. Herron, J. Martin, M. Herron
ABSTRACT Many studies suggest students’ socioeconomic status (SES) predicts academic performance as well as employment and further education outcomes for students both with and without disabilities. The extent to which SES affects the precedents for those outcomes, or the non-academic transition skills identified as being predictive of those post-school outcomes, has been less well studied, and the studies that have been conducted have had varying results. The current study attempts to add to this growing literature base by using multilevel modeling to determine the extent to which variables related to SES predict non-academic skills identified in the literature as being associated with post-school further education and employment outcomes. Results of this study show non-academic outcomes are not strongly related to students’ SES classifications. Specifically, results indicate SES variables generally do not predict non-academic skills associated with post-school further education or employment at the school or student level, meaning SES status does not determine if high school students will attain necessary non-academic skills.
{"title":"Relations between the Socioeconomic Status of Secondary Students with Disabilities and Non-Academic Transition Behaviors","authors":"Maeghan N. Hennessey, Jason P. Herron, J. Martin, M. Herron","doi":"10.1080/09362835.2020.1772067","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772067","url":null,"abstract":"ABSTRACT Many studies suggest students’ socioeconomic status (SES) predicts academic performance as well as employment and further education outcomes for students both with and without disabilities. The extent to which SES affects the precedents for those outcomes, or the non-academic transition skills identified as being predictive of those post-school outcomes, has been less well studied, and the studies that have been conducted have had varying results. The current study attempts to add to this growing literature base by using multilevel modeling to determine the extent to which variables related to SES predict non-academic skills identified in the literature as being associated with post-school further education and employment outcomes. Results of this study show non-academic outcomes are not strongly related to students’ SES classifications. Specifically, results indicate SES variables generally do not predict non-academic skills associated with post-school further education or employment at the school or student level, meaning SES status does not determine if high school students will attain necessary non-academic skills.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"28 1","pages":"362 - 379"},"PeriodicalIF":1.3,"publicationDate":"2020-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772067","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49071184","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 : 2020-06-17DOI: 10.1080/09362835.2020.1772069
P. Zirkel
ABSTRACT This article presents a tool for systematic consideration of the accuracy of the legal contents of publications in special education. The tool is a two-dimensional grid with one axis having three overall levels relative to legal requirements and the other axis having the three perspectives symbolized by the courtroom roles of pro-parent, impartial, and pro-district representatives. The purpose is to facilitate authors‘ self-reflecting awareness and readers’ assessment of the legal accuracy of special education publications, including careful consideration of the interrelated issue of transparency. Finally, this tool is intended as the starting, rather than ending, point of such systematic reflection, including the addition of other significant dimensions, such as legal expertise, for ultimate improvement of the legal literacy of professionals and parents in special education.
{"title":"Legal Information in Special Education: Accuracy with Transparency","authors":"P. Zirkel","doi":"10.1080/09362835.2020.1772069","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772069","url":null,"abstract":"ABSTRACT This article presents a tool for systematic consideration of the accuracy of the legal contents of publications in special education. The tool is a two-dimensional grid with one axis having three overall levels relative to legal requirements and the other axis having the three perspectives symbolized by the courtroom roles of pro-parent, impartial, and pro-district representatives. The purpose is to facilitate authors‘ self-reflecting awareness and readers’ assessment of the legal accuracy of special education publications, including careful consideration of the interrelated issue of transparency. Finally, this tool is intended as the starting, rather than ending, point of such systematic reflection, including the addition of other significant dimensions, such as legal expertise, for ultimate improvement of the legal literacy of professionals and parents in special education.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"28 1","pages":"312 - 315"},"PeriodicalIF":1.3,"publicationDate":"2020-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47240011","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 : 2020-06-07DOI: 10.1080/09362835.2020.1772065
S. Luke, Cynthia O. Vail, K. Roulston, T. Clees
The terms parent-teacher relationship and partnership are used frequently throughout the literature in early childhood education and special education. Their prevalence may imply that we know more ...
{"title":"Examining the Expectations of Parents of Young Children with Disabilities from a “Care” Perspective","authors":"S. Luke, Cynthia O. Vail, K. Roulston, T. Clees","doi":"10.1080/09362835.2020.1772065","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772065","url":null,"abstract":"The terms parent-teacher relationship and partnership are used frequently throughout the literature in early childhood education and special education. Their prevalence may imply that we know more ...","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"1 1","pages":""},"PeriodicalIF":1.3,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48104900","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 : 2020-06-07DOI: 10.1080/09362835.2020.1772064
Kathleen B. Cook, Kristin L. Sayeski
ABSTRACT Self-monitoring of attention (SMA) promotes increased learning opportunities and greater independence for students but has been sparsely researched with high-school students. This study evaluated the effects of a self-monitoring strategy that included the use of a smartphone with a vibrating app to signal high-school students with high-incidence disabilities to self-monitor on-task behavior in general education classrooms. A multiple-treatment research design was used to evaluate potential effects of this self-monitoring strategy on on-task behavior and then compare the effects of self-monitoring alone to self-monitoring with self-graphing. At least two of four participants showed moderate increases in on-task behavior when self-monitoring. Only two participants used self-graphing materials and neither showed additional increases in on-task behavior when self-graphing was used. Generalization across settings was not evident; however, treatment effects were maintained for five to seven weeks for two participants. End-of-study surveys indicated that participants and teachers found the self-monitoring intervention to be acceptable for general education settings.
{"title":"High-School Students with High-Incidence Disabilities’ Use of Smartphones for Self-Monitoring","authors":"Kathleen B. Cook, Kristin L. Sayeski","doi":"10.1080/09362835.2020.1772064","DOIUrl":"https://doi.org/10.1080/09362835.2020.1772064","url":null,"abstract":"ABSTRACT Self-monitoring of attention (SMA) promotes increased learning opportunities and greater independence for students but has been sparsely researched with high-school students. This study evaluated the effects of a self-monitoring strategy that included the use of a smartphone with a vibrating app to signal high-school students with high-incidence disabilities to self-monitor on-task behavior in general education classrooms. A multiple-treatment research design was used to evaluate potential effects of this self-monitoring strategy on on-task behavior and then compare the effects of self-monitoring alone to self-monitoring with self-graphing. At least two of four participants showed moderate increases in on-task behavior when self-monitoring. Only two participants used self-graphing materials and neither showed additional increases in on-task behavior when self-graphing was used. Generalization across settings was not evident; however, treatment effects were maintained for five to seven weeks for two participants. End-of-study surveys indicated that participants and teachers found the self-monitoring intervention to be acceptable for general education settings.","PeriodicalId":46668,"journal":{"name":"Exceptionality","volume":"30 1","pages":"279 - 295"},"PeriodicalIF":1.3,"publicationDate":"2020-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/09362835.2020.1772064","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48372127","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 : 2020-06-07DOI: 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":"29 1","pages":"359 - 374"},"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":"29 1","pages":"375 - 389"},"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}
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