Pub Date : 2023-03-10DOI: 10.1177/00400599231155587
L. S. Stansberry Brusnahan, Elizabeth A. Harkins Monaco, Marcus C. Fuller, Korto Dixon
For education to be a means of social transformation that is equitable for all, including students with disabilities, it is important for educators to understand and infuse student’s multiple social identities and culture into educational planning and preparation for life. Intersectionality theory is a way to understand inequities by acknowledging how multiple overlapping social identities and culture impact and oppress certain student populations (Crenshaw, 1991). In this article, we discuss intersectional self-determination skills, specifically self-advocacy. We provide tools for educators to recognize their own and their students’ social and cultural identities and the impact of constructs on students with disabilities with diverse identities. We call on educators to center justice, equity, diversity, and inclusion (JEDI) into educational practices and adopt culturally and linguistically sustaining practices.
{"title":"Diversity, Equity, and Inclusion: Teaching Intersectional Self Determination Skills with a Focus on Disability, Social Identity, and Culture","authors":"L. S. Stansberry Brusnahan, Elizabeth A. Harkins Monaco, Marcus C. Fuller, Korto Dixon","doi":"10.1177/00400599231155587","DOIUrl":"https://doi.org/10.1177/00400599231155587","url":null,"abstract":"For education to be a means of social transformation that is equitable for all, including students with disabilities, it is important for educators to understand and infuse student’s multiple social identities and culture into educational planning and preparation for life. Intersectionality theory is a way to understand inequities by acknowledging how multiple overlapping social identities and culture impact and oppress certain student populations (Crenshaw, 1991). In this article, we discuss intersectional self-determination skills, specifically self-advocacy. We provide tools for educators to recognize their own and their students’ social and cultural identities and the impact of constructs on students with disabilities with diverse identities. We call on educators to center justice, equity, diversity, and inclusion (JEDI) into educational practices and adopt culturally and linguistically sustaining practices.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"324 - 336"},"PeriodicalIF":1.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42162777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-10DOI: 10.1177/00400599231157029
Bradley Witzel, Jonté A. Myers
Solving word problems is a large part of algebra coursework and statewide testing. However, solving secondary mathematics word problems is difficult for most students and extremely challenging for students with specific learning disabilities (SLD). In recent meta-analyses, two problem solving strategies emerged as effective for secondary students with SLD: Schema-Based Instruction (SBI) and General Heuristics Instruction (GHI). While SBI has been highlighted in recent works, GHI deserves further explanation. In this article, we provide details of GHI and highlight its flexibility and utility using different algebra examples.
{"title":"Solving Algebraic Word Problems Using General Heuristics Instruction","authors":"Bradley Witzel, Jonté A. Myers","doi":"10.1177/00400599231157029","DOIUrl":"https://doi.org/10.1177/00400599231157029","url":null,"abstract":"Solving word problems is a large part of algebra coursework and statewide testing. However, solving secondary mathematics word problems is difficult for most students and extremely challenging for students with specific learning disabilities (SLD). In recent meta-analyses, two problem solving strategies emerged as effective for secondary students with SLD: Schema-Based Instruction (SBI) and General Heuristics Instruction (GHI). While SBI has been highlighted in recent works, GHI deserves further explanation. In this article, we provide details of GHI and highlight its flexibility and utility using different algebra examples.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44214625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.1177/00400599231167479
V. Walker, Megan E. Carpenter, Angus Kittelman, D. Rowe
This “View From the Field” column is the second in a three-part series dedicated to defining and promoting inclusive practices in educational settings for students with disabilities. In the first column, Rowe and colleagues (2023) described that “inclusive education” goes beyond meeting the legal requirement of placing students with disabilities in the least restrictive environment but, rather, includes a philosophical and collective shift to ensure these students have equal access to universal supports and services in general education classrooms (e.g., effective classroom management practices, peer interactions, general education curriculum). The academic and social benefits of inclusion have been well documented for students with and without disabilities (Gee et al., 2020; Oh-Young & Filler, 2015). In this column, we draw on lessons learned for enhancing inclusion in general education classrooms. Our goal is to provide practical considerations for developing and arranging individualized supports to promote inclusion and sustaining these changes through collaborative teaming and continuous improvement.
{"title":"Supports Planning to Improve Access and Participation in General Education Classrooms for Students With Disabilities","authors":"V. Walker, Megan E. Carpenter, Angus Kittelman, D. Rowe","doi":"10.1177/00400599231167479","DOIUrl":"https://doi.org/10.1177/00400599231167479","url":null,"abstract":"This “View From the Field” column is the second in a three-part series dedicated to defining and promoting inclusive practices in educational settings for students with disabilities. In the first column, Rowe and colleagues (2023) described that “inclusive education” goes beyond meeting the legal requirement of placing students with disabilities in the least restrictive environment but, rather, includes a philosophical and collective shift to ensure these students have equal access to universal supports and services in general education classrooms (e.g., effective classroom management practices, peer interactions, general education curriculum). The academic and social benefits of inclusion have been well documented for students with and without disabilities (Gee et al., 2020; Oh-Young & Filler, 2015). In this column, we draw on lessons learned for enhancing inclusion in general education classrooms. Our goal is to provide practical considerations for developing and arranging individualized supports to promote inclusion and sustaining these changes through collaborative teaming and continuous improvement.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"232 - 235"},"PeriodicalIF":1.0,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47852320","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/00400599231151402
L. Haymes, K. Storey
Individual with intellectual disabilities can have special health care concerns and will often need support in managing their health care needs. These health care needs can include diabetes, obesity management or fitness. Activity trackers have become widely available as a tool for managing health needs by monitoring number of steps, activities, and consumption. Individuals with ID can become independent users of activity trackers using self-management skills such as visual checklists and task analysis. This article provides a model for setting up and using activity trackers with self-management for individuals with ID.
{"title":"Better Health Through Exercise: Self-Management of Activity Tracking by Individuals with Intellectual Disabilities","authors":"L. Haymes, K. Storey","doi":"10.1177/00400599231151402","DOIUrl":"https://doi.org/10.1177/00400599231151402","url":null,"abstract":"Individual with intellectual disabilities can have special health care concerns and will often need support in managing their health care needs. These health care needs can include diabetes, obesity management or fitness. Activity trackers have become widely available as a tool for managing health needs by monitoring number of steps, activities, and consumption. Individuals with ID can become independent users of activity trackers using self-management skills such as visual checklists and task analysis. This article provides a model for setting up and using activity trackers with self-management for individuals with ID.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"278 - 285"},"PeriodicalIF":1.0,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48923117","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-24DOI: 10.1177/00144029221150929
C. Cheek, Jessica L Garcia, P. Mehta, D. Francis, E. Grigorenko
Twice-exceptionality (2e), broadly defined as the co-occurrence of a gift or talent and a disability, has been a part of the educational lexicon since the 1990s, although its empirical backing is limited. We conducted a comprehensive review of the empirical literature on 2e and created a simulation study of 2e. For the latter, we constructed population distribution functions that represent indicators of ability using a range of correlations and identification criteria guided by the reviewed literature. We observed the theoretical occurrence of 2e, even at its most relaxed definitions, to be much rarer than prevailing literature implies (probability = 0.148). As correlations and factor loadings increase, the prevalence estimates of 2e drop considerably. Our results demonstrated the need for a more informed, standardized, and quantifiable approach to the identification of individuals with 2e.
{"title":"The Exceptionality of Twice-Exceptionality: Examining Combined Prevalence of Giftedness and Disability Using Multivariate Statistical Simulation","authors":"C. Cheek, Jessica L Garcia, P. Mehta, D. Francis, E. Grigorenko","doi":"10.1177/00144029221150929","DOIUrl":"https://doi.org/10.1177/00144029221150929","url":null,"abstract":"Twice-exceptionality (2e), broadly defined as the co-occurrence of a gift or talent and a disability, has been a part of the educational lexicon since the 1990s, although its empirical backing is limited. We conducted a comprehensive review of the empirical literature on 2e and created a simulation study of 2e. For the latter, we constructed population distribution functions that represent indicators of ability using a range of correlations and identification criteria guided by the reviewed literature. We observed the theoretical occurrence of 2e, even at its most relaxed definitions, to be much rarer than prevailing literature implies (probability = 0.148). As correlations and factor loadings increase, the prevalence estimates of 2e drop considerably. Our results demonstrated the need for a more informed, standardized, and quantifiable approach to the identification of individuals with 2e.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"10 1","pages":"43 - 56"},"PeriodicalIF":1.0,"publicationDate":"2023-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88662914","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.1177/00400599221148272
Terrance M. Scott
{"title":"Not a Roll of the Dice: Increasing the Probability of Student Success","authors":"Terrance M. Scott","doi":"10.1177/00400599221148272","DOIUrl":"https://doi.org/10.1177/00400599221148272","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":"55 1","pages":"286 - 287"},"PeriodicalIF":1.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46345565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-16DOI: 10.1177/00400599221150082
S. Etscheidt
{"title":"Developing IEPs to Secure School-Based Mental Health Supports for Students With Disabilities","authors":"S. Etscheidt","doi":"10.1177/00400599221150082","DOIUrl":"https://doi.org/10.1177/00400599221150082","url":null,"abstract":"","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47152606","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-01-14DOI: 10.1177/00400599221144632
J. Ford, Amanda M. Kern, Julia P. Gorman, Conor D. Mooney
Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely to be successful with an individual student. BEA provides teachers with a method to efficiently collect data and predict which intervention is most likely to be successful before a significant amount of time and resources are invested. The BEA process can be used with students at a variety of grade levels for the purpose of academic and behavior intervention. This paper describes how to implement BEA in reading with students with intellectual disabilities in order to prepare them for opportunities in postsecondary education. We will also discuss how to overcome hurdles that practitioners may experience implementing the process.
{"title":"Time Is of the Essence: Individualizing Academic Intervention for Students of Transition Age","authors":"J. Ford, Amanda M. Kern, Julia P. Gorman, Conor D. Mooney","doi":"10.1177/00400599221144632","DOIUrl":"https://doi.org/10.1177/00400599221144632","url":null,"abstract":"Individualizing instruction is a time-consuming aspect of classroom practice. Testing multiple interventions, and monitoring each to see which is most effective for a student can be prohibitively time consuming. However, Brief Experimental Analysis (BEA) is an assessment procedure that can be used to quickly identify an intervention that is likely to be successful with an individual student. BEA provides teachers with a method to efficiently collect data and predict which intervention is most likely to be successful before a significant amount of time and resources are invested. The BEA process can be used with students at a variety of grade levels for the purpose of academic and behavior intervention. This paper describes how to implement BEA in reading with students with intellectual disabilities in order to prepare them for opportunities in postsecondary education. We will also discuss how to overcome hurdles that practitioners may experience implementing the process.","PeriodicalId":46909,"journal":{"name":"Teaching Exceptional Children","volume":" ","pages":""},"PeriodicalIF":1.0,"publicationDate":"2023-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45535552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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