Pub Date : 2023-08-31DOI: 10.31863/jse.2023.08.39.3.63
Jin Young Noh, So Young Choi,, Mina Hwang
{"title":"Reading Characteristics During Resolution of Lexical Ambiguity in Elementary Students and University Students: An Eye-Tracking Study","authors":"Jin Young Noh, So Young Choi,, Mina Hwang","doi":"10.31863/jse.2023.08.39.3.63","DOIUrl":"https://doi.org/10.31863/jse.2023.08.39.3.63","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"97 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87623856","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 : 2023-08-31DOI: 10.31863/jse.2023.08.39.3.211
Hanna Sung
{"title":"Can you be aware of discrimination?","authors":"Hanna Sung","doi":"10.31863/jse.2023.08.39.3.211","DOIUrl":"https://doi.org/10.31863/jse.2023.08.39.3.211","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"53 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88476710","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 : 2023-08-31DOI: 10.31863/jse.2023.08.39.3.41
Seung-Mi Kim, Eun-Ju Lee
{"title":"Speech-Language Pathologists’ Self-Confidence in the Evaluation and Treatment of Stuttering","authors":"Seung-Mi Kim, Eun-Ju Lee","doi":"10.31863/jse.2023.08.39.3.41","DOIUrl":"https://doi.org/10.31863/jse.2023.08.39.3.41","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"184 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80525543","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}
Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe graphs and compare their differences in a math class at a special needs school using systematic instruction and video modeling. The effectiveness was evaluated using a multiple-baseline across participants’ design. The results showed an increase in correct response rates after the intervention, with similar levels of correct response rates in the probe and graphing based on tables phases. A functional relation was demonstrated between systematic instruction and video modeling and graphing behaviors.
{"title":"Video Modeling and Systematic Instructions to Teach Graphing Skills to Elementary School Students With Intellectual and Hearing Disabilities","authors":"Kohei Nagayama, Kamiyama Tsutomu, Kazusa Wakabayashi","doi":"10.1177/00224669231192967","DOIUrl":"https://doi.org/10.1177/00224669231192967","url":null,"abstract":"Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe graphs and compare their differences in a math class at a special needs school using systematic instruction and video modeling. The effectiveness was evaluated using a multiple-baseline across participants’ design. The results showed an increase in correct response rates after the intervention, with similar levels of correct response rates in the probe and graphing based on tables phases. A functional relation was demonstrated between systematic instruction and video modeling and graphing behaviors.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43623485","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 : 2023-08-11DOI: 10.1177/00224669231190662
Xiaojun Ma, Y. Xin
The National Council of Teachers of Mathematics (NCTM) emphasizes the teaching of “Big Ideas” in mathematics. This study focuses on the part–part–whole (PPW) relationship as a crucial aspect of word problem solving involving addition and subtraction. The research evaluates the effects of conceptual model-based problem-solving (COMPS) with the concrete-representational-abstract (CRA) sequence on teaching addition and subtraction word problem solving to students with autism spectrum disorder (ASD). Using a multiple-probe design across the participants, the study evaluates the impact of the intervention on students’ performance across three types of word problems: join-in, take-away, and combine. Results demonstrated significant improvements in students’ problem-solving abilities on criterion tests. In addition, students successfully generalized their skills to solve problems with new contexts. The findings of this study provide implications for future research and educational practice.
{"title":"Teaching Mathematics Word Problem Solving to Students With Autism Spectrum Disorder","authors":"Xiaojun Ma, Y. Xin","doi":"10.1177/00224669231190662","DOIUrl":"https://doi.org/10.1177/00224669231190662","url":null,"abstract":"The National Council of Teachers of Mathematics (NCTM) emphasizes the teaching of “Big Ideas” in mathematics. This study focuses on the part–part–whole (PPW) relationship as a crucial aspect of word problem solving involving addition and subtraction. The research evaluates the effects of conceptual model-based problem-solving (COMPS) with the concrete-representational-abstract (CRA) sequence on teaching addition and subtraction word problem solving to students with autism spectrum disorder (ASD). Using a multiple-probe design across the participants, the study evaluates the impact of the intervention on students’ performance across three types of word problems: join-in, take-away, and combine. Results demonstrated significant improvements in students’ problem-solving abilities on criterion tests. In addition, students successfully generalized their skills to solve problems with new contexts. The findings of this study provide implications for future research and educational practice.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-08-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43159955","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 : 2023-07-05DOI: 10.1177/00224669231181643
Jeannie Kleinhammer-Tramill, Zorka Karanxha, A. Broughton
This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of the Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. This case study covers the time period from the George W. Bush administration and lasting through the first 4 years of President Barack Obama’s administration (2000–2012). During this time, government intervention in education reached its zenith with the passage of No Child Left Behind in 2001 and the reauthorization of the Individuals with Disabilities Education Act as the Individuals with Disabilities Education Improvement Act of 2004. The participants detailed their (a) career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.
{"title":"Federal Leadership Perspectives and Role on the Era of Access, Accountability, and Evidence-Based Practices in Special Education","authors":"Jeannie Kleinhammer-Tramill, Zorka Karanxha, A. Broughton","doi":"10.1177/00224669231181643","DOIUrl":"https://doi.org/10.1177/00224669231181643","url":null,"abstract":"This article is part of a case study of federal leadership in special education from the perspective of those who served in the roles of Assistant Secretaries of the Office of Special Education and Rehabilitation Services and Directors of the Office of Special Education Programs or their equivalents in the former U.S. Office of Education and later U.S. Department of Education. This case study covers the time period from the George W. Bush administration and lasting through the first 4 years of President Barack Obama’s administration (2000–2012). During this time, government intervention in education reached its zenith with the passage of No Child Left Behind in 2001 and the reauthorization of the Individuals with Disabilities Education Act as the Individuals with Disabilities Education Improvement Act of 2004. The participants detailed their (a) career and appointment, (b) vision for educating students with disabilities, (c) theory of change, (d) politics and financial constraints, (e) advocacy, and (f) views of the past, present, and future.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-07-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43940713","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 : 2023-06-10DOI: 10.1177/00224669231179241
Sheida K. Raley, Rebecca J. Townsend, K. Shogren, Valerie L. Mazzotti, Darcy Fredrick, Stephen M. Kwiatek, Richard Chapman
The Goal-Setting Challenge App (GSC App) translates the Self-Determined Learning Model of Instruction (SDLMI) to a web-based format, shifting responsibility from teachers to technology to address challenges in scaling-up implementation. The present descriptive study examines transition-age students’ responses to GSC App lessons to explore the degree to which students’ responses reflected learning aligned with the SDLMI. Student responses suggest the GSC App successfully supported students in progressing through the SDLMI and setting goals, building action plans, and evaluating their progress. Implications related to the importance of setting standards for engagement in the GSC App, further exploration of teacher roles in supporting students to engage with the GSC App, and the ongoing provision of teacher implementation supports are highlighted.
{"title":"Examining Student Responses in Technology-Delivered Self-Determination Intervention Using the Goal-Setting Challenge App","authors":"Sheida K. Raley, Rebecca J. Townsend, K. Shogren, Valerie L. Mazzotti, Darcy Fredrick, Stephen M. Kwiatek, Richard Chapman","doi":"10.1177/00224669231179241","DOIUrl":"https://doi.org/10.1177/00224669231179241","url":null,"abstract":"The Goal-Setting Challenge App (GSC App) translates the Self-Determined Learning Model of Instruction (SDLMI) to a web-based format, shifting responsibility from teachers to technology to address challenges in scaling-up implementation. The present descriptive study examines transition-age students’ responses to GSC App lessons to explore the degree to which students’ responses reflected learning aligned with the SDLMI. Student responses suggest the GSC App successfully supported students in progressing through the SDLMI and setting goals, building action plans, and evaluating their progress. Implications related to the importance of setting standards for engagement in the GSC App, further exploration of teacher roles in supporting students to engage with the GSC App, and the ongoing provision of teacher implementation supports are highlighted.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":" ","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48172437","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 : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.93
Hyoun Il Jang, Sora Kang, Jiyoon Park
{"title":"The Impact of an Intensive Phoneme and Grapheme Intervention with Explicit Instruction in Word Recognition and Generalization on First-Grade Students with Reading Difficulties","authors":"Hyoun Il Jang, Sora Kang, Jiyoon Park","doi":"10.31863/jse.2023.05.39.2.93","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.93","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"409 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89909172","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 : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.1
Esther Kim, Soyoung Choi
{"title":"The Comprehension of Emotional Words of Children with Mild Intellectual Disorder by Emotion Dimensions and Contextual Type","authors":"Esther Kim, Soyoung Choi","doi":"10.31863/jse.2023.05.39.2.1","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.1","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"9 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88586304","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 : 2023-05-31DOI: 10.31863/jse.2023.05.39.2.19
Da Hyoung Kim, S. Jeon
{"title":"Effects of a Parent-participating Picture Exchange Communication System on Requesting Behavior of a elementary student with Autism spectrum Disorder and Parenting efficacy","authors":"Da Hyoung Kim, S. Jeon","doi":"10.31863/jse.2023.05.39.2.19","DOIUrl":"https://doi.org/10.31863/jse.2023.05.39.2.19","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"97 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78575058","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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