Pub Date : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.49
Jeomsuk Hong, Myongye Bang
{"title":"Analysis of the Characteristics of Hypersensitive and Hyposensitive Responses in Students with Autism Spectrum Disorder according to Gender, Age, Intellectual Disability, and Level of ASD","authors":"Jeomsuk Hong, Myongye Bang","doi":"10.31863/jse.2022.02.38.1.49","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.49","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81479190","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.177
Mikyung Ki, Eunju Lee
{"title":"Research trends Related to Pragmatic Language Intervention for Adolescents with Developmental Disabilities in Korea","authors":"Mikyung Ki, Eunju Lee","doi":"10.31863/jse.2022.02.38.1.177","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.177","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75729051","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.233
Jiun Baek
{"title":"Meta-Analysis of Mathematics Interventions for Students with Intellectual Disabilities, With focus on single subject researches","authors":"Jiun Baek","doi":"10.31863/jse.2022.02.38.1.233","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.233","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78186609","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.1
Ga Rim Kim
{"title":"The Word Frequency Effect on Reading in Older Elementary School Students Based on Reading Comprehension Levels: An Eye-Tracking Study","authors":"Ga Rim Kim","doi":"10.31863/jse.2022.02.38.1.1","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.1","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76684062","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.81
Na-Yeon Kim, Suk-Hyang Lee
{"title":"The Effects of an Etiquette Education Program using Cooperative Teaching on Etiquette Performance and Prosociality of Students and Classroom Climate of an Elementary Inclusive Class","authors":"Na-Yeon Kim, Suk-Hyang Lee","doi":"10.31863/jse.2022.02.38.1.81","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.81","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80594293","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 : 2022-02-28DOI: 10.31863/jse.2022.02.38.1.111
Hye-jin Hwang, U. Kim, Hyeung-il Kim
{"title":"The Effects of Story Retelling Using Story Map and Educational Application on Reading Comprehension and Reading Attitude of Elementary School Students with Intellectual Disabilities","authors":"Hye-jin Hwang, U. Kim, Hyeung-il Kim","doi":"10.31863/jse.2022.02.38.1.111","DOIUrl":"https://doi.org/10.31863/jse.2022.02.38.1.111","url":null,"abstract":"","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91034253","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 : 2022-02-14DOI: 10.1177/00224669221075000
Conrad Oh-Young, Jennifer Buchter, Chelsea W. Morgan, C. Clark
The field of special education has made great strides in identifying interventions that work. These practices have been described as evidence-based because they were effective across numerous studies. However, scholars in the field are also acutely aware that not all evidence-based practices will be equally effective for all children. Because of this, we sought to gain a better understanding of just who participated in single-case research design studies published in two early childhood journals from 2011 through 2020. Demographics for 267 participants from 67 studies were coded and statistically compared with federal data. Results suggest an overrepresentation of male participants, an overrepresentation of Black children, an overrepresentation of children diagnosed with autism, and an underrepresentation of Hispanic/Latinx children.
{"title":"A 10-Year Systematic Review of Participant Diversity of Single-Case Studies Published in Two Early Intervention/Early Childhood Special Education Research Journals","authors":"Conrad Oh-Young, Jennifer Buchter, Chelsea W. Morgan, C. Clark","doi":"10.1177/00224669221075000","DOIUrl":"https://doi.org/10.1177/00224669221075000","url":null,"abstract":"The field of special education has made great strides in identifying interventions that work. These practices have been described as evidence-based because they were effective across numerous studies. However, scholars in the field are also acutely aware that not all evidence-based practices will be equally effective for all children. Because of this, we sought to gain a better understanding of just who participated in single-case research design studies published in two early childhood journals from 2011 through 2020. Demographics for 267 participants from 67 studies were coded and statistically compared with federal data. Results suggest an overrepresentation of male participants, an overrepresentation of Black children, an overrepresentation of children diagnosed with autism, and an underrepresentation of Hispanic/Latinx children.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-02-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46344032","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 : 2022-01-22DOI: 10.1177/00224669211070563
Allison M. Kroesch, Sara L. Jozwik, Karen H. Douglas, Yun-Ching Chung, Nicole M. Uphold, Emilee Baker
We conducted this systematic literature review to summarize single-case intervention studies in which academic instruction incorporated assistive and instructional technology for students with complex support needs. Thirty studies, published between 2012 and 2019, were included in the review and evaluated for methodological rigor. Of the 97 student participants across all studies, most received language arts instruction in self-contained elementary classrooms. The majority of interventions used instructional technology on mobile devices in conjunction with systematic instruction focusing on teaching word recognition or letter identification skills. We discuss the key findings with recommendations for future research, and implications for practice.
{"title":"Using Technology to Support Academic Learning","authors":"Allison M. Kroesch, Sara L. Jozwik, Karen H. Douglas, Yun-Ching Chung, Nicole M. Uphold, Emilee Baker","doi":"10.1177/00224669211070563","DOIUrl":"https://doi.org/10.1177/00224669211070563","url":null,"abstract":"We conducted this systematic literature review to summarize single-case intervention studies in which academic instruction incorporated assistive and instructional technology for students with complex support needs. Thirty studies, published between 2012 and 2019, were included in the review and evaluated for methodological rigor. Of the 97 student participants across all studies, most received language arts instruction in self-contained elementary classrooms. The majority of interventions used instructional technology on mobile devices in conjunction with systematic instruction focusing on teaching word recognition or letter identification skills. We discuss the key findings with recommendations for future research, and implications for practice.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2022-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43583798","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 : 2021-12-29DOI: 10.1177/00224669211065051
Kristi L. Morin, B. Tomaszewski, K. Bauer, Alyssa M. Blasko, Grace B. Enriquez, Emily J. Tasik, Khanjan Mehta
Most disability research originates from high-income countries, masking important cultural variability in how disability is conceptualized. Through 199 interviews with people living in Sierra Leone, we investigated the following research questions: (1) What are the experiences of community members with people with disabilities? (2) What employment options or other resources are available for people with disabilities? (3) How do community members perceive people with disabilities? We used a mixed-method approach to data analysis by quantitizing the qualitative responses to further examine whether participants’ responses differed by urbanicity, age, or level of education. The results of this study provide insight into how disability is understood in a low-income country and reveal important directions for future research.
{"title":"Perspectives on Disabilities in Sierra Leone","authors":"Kristi L. Morin, B. Tomaszewski, K. Bauer, Alyssa M. Blasko, Grace B. Enriquez, Emily J. Tasik, Khanjan Mehta","doi":"10.1177/00224669211065051","DOIUrl":"https://doi.org/10.1177/00224669211065051","url":null,"abstract":"Most disability research originates from high-income countries, masking important cultural variability in how disability is conceptualized. Through 199 interviews with people living in Sierra Leone, we investigated the following research questions: (1) What are the experiences of community members with people with disabilities? (2) What employment options or other resources are available for people with disabilities? (3) How do community members perceive people with disabilities? We used a mixed-method approach to data analysis by quantitizing the qualitative responses to further examine whether participants’ responses differed by urbanicity, age, or level of education. The results of this study provide insight into how disability is understood in a low-income country and reveal important directions for future research.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42210203","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 : 2021-12-07DOI: 10.1177/00224669211054109
Karin M. Fisher, Peggy Shannon-Baker, K. Greer, Barbara A. Serianni
Students with disabilities (SWDs) are less likely to establish themselves successfully in science, technology, engineering, and mathematics (STEM) careers. Researchers have identified barriers to participation in STEM, including deficits in mathematics and science, executive functioning skills, and self-efficacy, and lack of exposure to STEM experiences. Researchers found students who participate in STEM clubs have higher grades in STEM content areas, have better attitudes toward school, and are more likely to graduate. This study aimed to understand student and parent perceptions about the influences and challenges to participation in STEM clubs. We used a sequential explanatory mixed-methods design that began with a survey, followed by focus groups and interviews with parents and SWDs. We identified four salient meta-themes regarding what influences students to join and stay in a STEM club: fun and the subject matter, social and peer interactions, parent and teacher initiative, and a “semblance of normal.” In addition, we identified meta-themes on the barriers for SWDs to join and stay in STEM clubs. These include being a good fit, having no student interest, others not making accommodations, and overwhelmed parents. This article concludes with recommendations for educators to make STEM clubs more inclusive.
{"title":"Perspectives of Students With Disabilities and Their Parents on Influences and Barriers to Joining and Staying in Extracurricular STEM Activities","authors":"Karin M. Fisher, Peggy Shannon-Baker, K. Greer, Barbara A. Serianni","doi":"10.1177/00224669211054109","DOIUrl":"https://doi.org/10.1177/00224669211054109","url":null,"abstract":"Students with disabilities (SWDs) are less likely to establish themselves successfully in science, technology, engineering, and mathematics (STEM) careers. Researchers have identified barriers to participation in STEM, including deficits in mathematics and science, executive functioning skills, and self-efficacy, and lack of exposure to STEM experiences. Researchers found students who participate in STEM clubs have higher grades in STEM content areas, have better attitudes toward school, and are more likely to graduate. This study aimed to understand student and parent perceptions about the influences and challenges to participation in STEM clubs. We used a sequential explanatory mixed-methods design that began with a survey, followed by focus groups and interviews with parents and SWDs. We identified four salient meta-themes regarding what influences students to join and stay in a STEM club: fun and the subject matter, social and peer interactions, parent and teacher initiative, and a “semblance of normal.” In addition, we identified meta-themes on the barriers for SWDs to join and stay in STEM clubs. These include being a good fit, having no student interest, others not making accommodations, and overwhelmed parents. This article concludes with recommendations for educators to make STEM clubs more inclusive.","PeriodicalId":47783,"journal":{"name":"Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":2.0,"publicationDate":"2021-12-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46519051","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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