Pub Date : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.167
Hye-sook Kim, Gyu-Won Seo, Byoung-in Lee
{"title":"An Analytical Study on Research Trends in Early Childhood Special Education: A Special Reference to the Review of Korean Special Education Journal Articles Published Between 2008 and 2021","authors":"Hye-sook Kim, Gyu-Won Seo, Byoung-in Lee","doi":"10.31863/jse.2022.11.38.4.167","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.167","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"269 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75062932","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 : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.99
Yu Ri Lee, Soyoung Choi
{"title":"Characteristics of Poor Comprehenders’ Understanding of Han-ja Compound Words Using Sentence Context","authors":"Yu Ri Lee, Soyoung Choi","doi":"10.31863/jse.2022.11.38.4.99","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.99","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"12 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72588874","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 : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.117
Sun Sil Lee, G. Park
{"title":"The Effect of Enhanced Milieu Teaching (EMT) Using Afterschool Routine Scripts on the Functional Communication of an Elementary School Student with Intellectual Disability","authors":"Sun Sil Lee, G. Park","doi":"10.31863/jse.2022.11.38.4.117","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.117","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"77 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78201545","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 : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.23
Eun-Kyung Kim
{"title":"Inquiry on the Implementation of Evidence-Based Practices for Social Communication Instruction of Students with Autism Spectrum Disorders in the Elementary Korean Language Curriculum","authors":"Eun-Kyung Kim","doi":"10.31863/jse.2022.11.38.4.23","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.23","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"12 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74746250","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 : 2022-11-30DOI: 10.31863/jse.2022.11.38.4.55
Ha-Na Kim, Jakoung Kim
{"title":"Effects of Process-Based Collaborative Writing on Story Writing and Writing Attitude among At-Risk Students with Writing Disabilities","authors":"Ha-Na Kim, Jakoung Kim","doi":"10.31863/jse.2022.11.38.4.55","DOIUrl":"https://doi.org/10.31863/jse.2022.11.38.4.55","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"18 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89811516","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 : 2022-11-24DOI: 10.1177/00224669221133773
McKenzie Meline, Beth A. Harn, Elisa M. Jamgochian, M. K. Stickland-Cohen, Sylvia Linan-Thompson, Audrey Lucero
The purpose of this meta-analysis was to examine the literature base of single-case research design studies using video analysis to determine its effectiveness on teacher outcomes. Primary, ancestral, citation, and first author searches identified 12,047 dissertations and peer-reviewed articles published from 2010 to 2020. Each study (n = 24) was scored on its adherence to the What Works Clearinghouse design quality standards. A total of 16 articles were reviewed for statistical analysis, in which a between-case standardized mean difference was used to calculate effect sizes. Results indicate praise (n = 6; g = 2.66–0.37) and implementation (n = 6; g = 3.64–1.07) had effect sizes that continue to define video analysis as a promising practice. Recommendations for future practice include improving the methodological rigor of studies and increasing sample size to prove the generalizability of video analysis. Addressing these recommendations will support video analysis becoming an evidence-based practice (EBP) for educator development.
{"title":"Examining the Use of Video Analysis on Teacher Instruction and Teacher Outcomes","authors":"McKenzie Meline, Beth A. Harn, Elisa M. Jamgochian, M. K. Stickland-Cohen, Sylvia Linan-Thompson, Audrey Lucero","doi":"10.1177/00224669221133773","DOIUrl":"https://doi.org/10.1177/00224669221133773","url":null,"abstract":"The purpose of this meta-analysis was to examine the literature base of single-case research design studies using video analysis to determine its effectiveness on teacher outcomes. Primary, ancestral, citation, and first author searches identified 12,047 dissertations and peer-reviewed articles published from 2010 to 2020. Each study (n = 24) was scored on its adherence to the What Works Clearinghouse design quality standards. A total of 16 articles were reviewed for statistical analysis, in which a between-case standardized mean difference was used to calculate effect sizes. Results indicate praise (n = 6; g = 2.66–0.37) and implementation (n = 6; g = 3.64–1.07) had effect sizes that continue to define video analysis as a promising practice. Recommendations for future practice include improving the methodological rigor of studies and increasing sample size to prove the generalizability of video analysis. Addressing these recommendations will support video analysis becoming an evidence-based practice (EBP) for educator development.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"83 - 93"},"PeriodicalIF":2.0,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43297300","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 : 2022-11-18DOI: 10.1177/00224669221134532
Melissa Stoffers, T. Barnes, Yuchen Xia, Jurni Jackson
Individuals with disabilities often have limited access to school-based sexuality education (SE). This scoping review identified the characteristics of school-based SE intervention programs implemented for students with disabilities. Six electronic databases were searched for peer-reviewed articles: 30 articles published between 1969 and 2020 met inclusion criteria. Some interventions included children from multiple disability categories (n = 6) or were unclear about disability diagnoses (n = 3). Other interventions focused on specific disabilities, including intellectual and developmental disability (n = 8), learning disability (n = 4), autism (n = 3), physical disability (n = 3), emotional disturbance (n = 2), and hearing impairment (n = 1). Topics of instruction included comprehensive sexuality education (n = 8), the human body (n = 8), safety (n = 8), hygiene and menstrual care (n = 6), and social and relationship skills (n = 5). Few studies addressed students’ intersectional identities.
{"title":"A Scoping Review of School-Based Sexuality Education for Children With Disabilities","authors":"Melissa Stoffers, T. Barnes, Yuchen Xia, Jurni Jackson","doi":"10.1177/00224669221134532","DOIUrl":"https://doi.org/10.1177/00224669221134532","url":null,"abstract":"Individuals with disabilities often have limited access to school-based sexuality education (SE). This scoping review identified the characteristics of school-based SE intervention programs implemented for students with disabilities. Six electronic databases were searched for peer-reviewed articles: 30 articles published between 1969 and 2020 met inclusion criteria. Some interventions included children from multiple disability categories (n = 6) or were unclear about disability diagnoses (n = 3). Other interventions focused on specific disabilities, including intellectual and developmental disability (n = 8), learning disability (n = 4), autism (n = 3), physical disability (n = 3), emotional disturbance (n = 2), and hearing impairment (n = 1). Topics of instruction included comprehensive sexuality education (n = 8), the human body (n = 8), safety (n = 8), hygiene and menstrual care (n = 6), and social and relationship skills (n = 5). Few studies addressed students’ intersectional identities.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"94 - 105"},"PeriodicalIF":2.0,"publicationDate":"2022-11-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48633715","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 : 2022-09-01DOI: 10.1177/00224669221113805
Yong-Hwee Nah, H. Neo
This study examined the effects of rigid/ritualistic behaviors on special education teachers’ perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-method design, the authors randomly assigned the sample of 111 teachers to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. The teachers then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment and that the student’s age influenced their perception. Teachers’ qualitative feedback was also obtained. Implications are discussed.
{"title":"Influence of Rigid/Ritualistic Behavioral Profiles of Students With Autism Spectrum Disorder on Special Education Teachers’ Perceptions of Their Readiness for Supported Employment","authors":"Yong-Hwee Nah, H. Neo","doi":"10.1177/00224669221113805","DOIUrl":"https://doi.org/10.1177/00224669221113805","url":null,"abstract":"This study examined the effects of rigid/ritualistic behaviors on special education teachers’ perception of students with autism spectrum disorder (ASD) and their readiness for supported employment using vignettes featuring students with varying rigid/ritualistic behavioral profiles in vocational activity settings. Using a mixed-method design, the authors randomly assigned the sample of 111 teachers to one of three conditions, where they were told that the student has (a) a major negative reaction, (b) some negative reaction, or (c) no negative reaction. The teachers then rated whether the students would be ready for supported employment. Results indicated that teachers perceived students with major negative reaction to be less ready for supported employment and that the student’s age influenced their perception. Teachers’ qualitative feedback was also obtained. Implications are discussed.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"57 1","pages":"73 - 82"},"PeriodicalIF":2.0,"publicationDate":"2022-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44894573","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 : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.1
G. Park, Eun-suk Hong, Hyun-Sook Kim
{"title":"The Relationship among Early Childhood Special Education Teacher-Toddler Interaction, Organizational Culture and Play Teaching Efficacy","authors":"G. Park, Eun-suk Hong, Hyun-Sook Kim","doi":"10.31863/jse.2022.08.38.3.1","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.1","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"674 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72437767","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 : 2022-08-31DOI: 10.31863/jse.2022.08.38.3.165
Heejung Lee, Hyun-Yong Lee, Hyunsook Jang
{"title":"Speech Perception of Students with Hearing Aids based on Degree of Hearing Loss","authors":"Heejung Lee, Hyun-Yong Lee, Hyunsook Jang","doi":"10.31863/jse.2022.08.38.3.165","DOIUrl":"https://doi.org/10.31863/jse.2022.08.38.3.165","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":"11 1","pages":""},"PeriodicalIF":2.0,"publicationDate":"2022-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88562957","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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