Pub Date : 2022-08-09DOI: 10.1177/07419325221114472
Angus Kittelman, Sterett H. Mercer, K. McIntosh, Kelsey R. Morris, Heather L. Hatton
District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of measures for assessment and progress monitoring specific to district PBIS systems. To address this gap, we evaluated the validity of a measure of implementation of district PBIS systems, the District Systems Fidelity Inventory (DSFI). Using 183 school districts and 760 schools implementing PBIS, we found the DSFI to have good evidence of structural validity for measuring nine aspects of district systems (Leadership Teaming, Stakeholder Engagement, Funding and Alignment, Policy, Workforce Capacity, Training, Coaching, Evaluation, and Local Implementation Demonstrations). We also found DSFI subscales to be moderately related to school-level PBIS implementation fidelity, providing evidence of convergent validity. We describe how leadership teams can use the DSFI to improve PBIS implementation and student outcomes.
{"title":"Validation of a Measure of District Systems Implementation of Positive Behavioral Interventions and Supports","authors":"Angus Kittelman, Sterett H. Mercer, K. McIntosh, Kelsey R. Morris, Heather L. Hatton","doi":"10.1177/07419325221114472","DOIUrl":"https://doi.org/10.1177/07419325221114472","url":null,"abstract":"District leadership teams perform key roles in building the systems to support schools in the implementation of Positive Behavioral Interventions and Supports (PBIS). However, there is a lack of measures for assessment and progress monitoring specific to district PBIS systems. To address this gap, we evaluated the validity of a measure of implementation of district PBIS systems, the District Systems Fidelity Inventory (DSFI). Using 183 school districts and 760 schools implementing PBIS, we found the DSFI to have good evidence of structural validity for measuring nine aspects of district systems (Leadership Teaming, Stakeholder Engagement, Funding and Alignment, Policy, Workforce Capacity, Training, Coaching, Evaluation, and Local Implementation Demonstrations). We also found DSFI subscales to be moderately related to school-level PBIS implementation fidelity, providing evidence of convergent validity. We describe how leadership teams can use the DSFI to improve PBIS implementation and student outcomes.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"259 - 271"},"PeriodicalIF":2.4,"publicationDate":"2022-08-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46475613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-08-05DOI: 10.1177/07419325221108896
Derek B. Rodgers, S. Loveall
Students with intellectual and developmental disabilities (IDD) are likely to experience writing challenges that can negatively impact their overall academic, vocational, and social success. The goals of this study were to determine what writing interventions have been used with students with IDD, how their writing skills have been measured, the effects of those interventions, and study-level moderators via meta-analytic procedures. We identified 96 writing-related outcomes reported in 52 studies that included 424 students with IDD. A majority of studies used strategy instruction/self-regulated strategy development (SRSD), direct instruction, or response prompting to instruct writing skills, and the most common outcome measures were related to writing output, conventions, quality rubrics, elements, and spelling. Results indicated that writing interventions led to significant improvements in students’ writing skills. These effects were moderated by intervention type and study quality.
{"title":"Writing Interventions for Students With Intellectual and Developmental Disabilities: A Meta-Analysis","authors":"Derek B. Rodgers, S. Loveall","doi":"10.1177/07419325221108896","DOIUrl":"https://doi.org/10.1177/07419325221108896","url":null,"abstract":"Students with intellectual and developmental disabilities (IDD) are likely to experience writing challenges that can negatively impact their overall academic, vocational, and social success. The goals of this study were to determine what writing interventions have been used with students with IDD, how their writing skills have been measured, the effects of those interventions, and study-level moderators via meta-analytic procedures. We identified 96 writing-related outcomes reported in 52 studies that included 424 students with IDD. A majority of studies used strategy instruction/self-regulated strategy development (SRSD), direct instruction, or response prompting to instruct writing skills, and the most common outcome measures were related to writing output, conventions, quality rubrics, elements, and spelling. Results indicated that writing interventions led to significant improvements in students’ writing skills. These effects were moderated by intervention type and study quality.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"239 - 252"},"PeriodicalIF":2.4,"publicationDate":"2022-08-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41708448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-26DOI: 10.1177/07419325221113016
Allison F. Gilmour, Tuan D. Nguyen, Christopher Redding, Elizabeth F. Bettini
We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these variables were associated with special educator attrition. This information is essential to ensure teacher education adequately prepares special educators for the contexts in which they work. We identified some changes in special educators’ work environment, including substantially increased use of team teaching. Our results indicated special educator attrition declined from 2000 to 2012, and this decline was primarily driven by reductions in movement between schools. Regression analysis provided little insight into the variables associated with this decline, suggesting a need for future research.
{"title":"The Shifting Context of Special Education Teachers’ Work","authors":"Allison F. Gilmour, Tuan D. Nguyen, Christopher Redding, Elizabeth F. Bettini","doi":"10.1177/07419325221113016","DOIUrl":"https://doi.org/10.1177/07419325221113016","url":null,"abstract":"We used five waves of nationally representative data over 16 years from the Schools and Staffing Survey, National Teacher Principal Survey, and Teacher Follow-up Survey to descriptively examine how the roles, responsibilities, preparation, and supports for special educators have changed over time. We then used regression to investigate how these variables were associated with special educator attrition. This information is essential to ensure teacher education adequately prepares special educators for the contexts in which they work. We identified some changes in special educators’ work environment, including substantially increased use of team teaching. Our results indicated special educator attrition declined from 2000 to 2012, and this decline was primarily driven by reductions in movement between schools. Regression analysis provided little insight into the variables associated with this decline, suggesting a need for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"171 - 183"},"PeriodicalIF":2.4,"publicationDate":"2022-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49214281","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-22DOI: 10.1177/07419325221111571
K. Sanderson, S. E. Goldman
While the challenges experienced by parents during Individualized Education Program (IEP) meetings have been well documented, limited research has examined parent satisfaction with the IEP document itself and which factors are associated with greater satisfaction. Using 1,183 responses from a national survey, we addressed the following research questions: (a) How satisfied are parents with their child’s current IEP? and (b) What characteristics of the parent, child, family–professional partnership, and IEP meeting predict greater parent satisfaction with their child’s IEP? Approximately 40% of parents reported some degree of dissatisfaction with their child’s IEP. Several child characteristics were associated with the most extreme levels of satisfaction. Results of a regression analysis indicated that, for this sample, parent, child, family–professional partnership, and IEP meeting characteristics significantly predicted parent satisfaction, with characteristics of the IEP meeting among the strongest predictors. Implications are discussed, including the need to replicate these findings with a more representative sample.
{"title":"Factors Associated With Parent IEP Satisfaction","authors":"K. Sanderson, S. E. Goldman","doi":"10.1177/07419325221111571","DOIUrl":"https://doi.org/10.1177/07419325221111571","url":null,"abstract":"While the challenges experienced by parents during Individualized Education Program (IEP) meetings have been well documented, limited research has examined parent satisfaction with the IEP document itself and which factors are associated with greater satisfaction. Using 1,183 responses from a national survey, we addressed the following research questions: (a) How satisfied are parents with their child’s current IEP? and (b) What characteristics of the parent, child, family–professional partnership, and IEP meeting predict greater parent satisfaction with their child’s IEP? Approximately 40% of parents reported some degree of dissatisfaction with their child’s IEP. Several child characteristics were associated with the most extreme levels of satisfaction. Results of a regression analysis indicated that, for this sample, parent, child, family–professional partnership, and IEP meeting characteristics significantly predicted parent satisfaction, with characteristics of the IEP meeting among the strongest predictors. Implications are discussed, including the need to replicate these findings with a more representative sample.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"184 - 196"},"PeriodicalIF":2.4,"publicationDate":"2022-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48508801","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-07DOI: 10.1177/07419325221105514
Colin Gasamis, E. Sanders, Roxanne F. Hudson, Michelle Chiou
Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in what way. To address this gap, we reanalyzed data from a recently completed experiment comparing IBR with other early literacy instruction for preschoolers with ASD. Our results showed that frequency of tutors’ use of completion prompts used during IBR was uniquely predictive of better gains in phonological awareness. In addition, tutors’ frequency using open-ended prompts was associated with increased gains in print knowledge. Furthermore, both findings held true after controlling for language gains. Results have implications for the types of structure and support that adults might provide young children with ASD during IBR.
{"title":"Adult Talk During Book Reading for Preschoolers With ASD: Links With Literacy Outcomes","authors":"Colin Gasamis, E. Sanders, Roxanne F. Hudson, Michelle Chiou","doi":"10.1177/07419325221105514","DOIUrl":"https://doi.org/10.1177/07419325221105514","url":null,"abstract":"Calls for interventions in early childhood that best prepare children with autism spectrum disorder (ASD) to have inclusive school experiences have been numerous. Although there is a developing literature on the efficacy of interactive book reading (IBR) for this population, it is still unclear which aspects of IBR benefit these children and in what way. To address this gap, we reanalyzed data from a recently completed experiment comparing IBR with other early literacy instruction for preschoolers with ASD. Our results showed that frequency of tutors’ use of completion prompts used during IBR was uniquely predictive of better gains in phonological awareness. In addition, tutors’ frequency using open-ended prompts was associated with increased gains in print knowledge. Furthermore, both findings held true after controlling for language gains. Results have implications for the types of structure and support that adults might provide young children with ASD during IBR.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"197 - 208"},"PeriodicalIF":2.4,"publicationDate":"2022-07-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41701423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-04DOI: 10.1177/07419325221102537
Anita López-Pedersen, Riikka Mononen, Pirjo Aunio, Ronny Scherer, M. Melby-Lervåg
Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (Mage = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects were found on early numeracy (d = 0.19), word problem solving (d = 0.41), and approximate number sense (d = 0.35). However, only the effects on word problems were significant, and all effects disappeared after the children undertook a second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing children, but (b) frequent and long-term interventions are needed for the positive effects to last.
{"title":"Improving Numeracy Skills in First Graders with Low Performance in Early Numeracy: A Randomized Controlled Trial","authors":"Anita López-Pedersen, Riikka Mononen, Pirjo Aunio, Ronny Scherer, M. Melby-Lervåg","doi":"10.1177/07419325221102537","DOIUrl":"https://doi.org/10.1177/07419325221102537","url":null,"abstract":"Children with low performance in early numeracy are at risk of facing learning difficulties in mathematics, but few trials have examined how this can be ameliorated. A total of 120 first-grade children (Mage = 6.4 years) were randomly assigned to an intervention or a control condition. The 14-week intervention targeted early numeracy skills and was delivered in small groups three times a week. Immediately after the initial 8-week intervention phase, moderate and positive effects were found on early numeracy (d = 0.19), word problem solving (d = 0.41), and approximate number sense (d = 0.35). However, only the effects on word problems were significant, and all effects disappeared after the children undertook a second 6-week intervention phase. Overall, results indicate that (a) early numeracy skills are malleable in low-performing children, but (b) frequent and long-term interventions are needed for the positive effects to last.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"126 - 136"},"PeriodicalIF":2.4,"publicationDate":"2022-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49406393","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-29DOI: 10.1177/07419325221105520
Megan Rojo, S. King, Jenna A. Gersib, D. Bryant
Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the overall effect size, and explore potential moderators. Forty-three studies were included and 150 effect sizes were meta-analyzed using robust variance estimation. The majority of studies focused on teaching fraction magnitude and arithmetic. An overall effect size of g = 1.02 [0.80, 1.25] was found for rational number interventions favoring treatment conditions over business as usual control. Proximal measures contributed to higher effect sizes than distal measures. Limitations included a high number of fraction interventions contributing to the overall effect size and a large amount of heterogeneity among study effect sizes.
{"title":"Rational Number Interventions for Students With Mathematics Difficulties: A Meta-Analysis","authors":"Megan Rojo, S. King, Jenna A. Gersib, D. Bryant","doi":"10.1177/07419325221105520","DOIUrl":"https://doi.org/10.1177/07419325221105520","url":null,"abstract":"Understanding rational numbers is critical for secondary mathematics achievement. However, students with mathematics difficulties (MD) struggle with rational number topics, including fractions, decimals, and percentages. The purpose of this systematic review was to describe the instructional foci of rational number interventions, determine the overall effect size, and explore potential moderators. Forty-three studies were included and 150 effect sizes were meta-analyzed using robust variance estimation. The majority of studies focused on teaching fraction magnitude and arithmetic. An overall effect size of g = 1.02 [0.80, 1.25] was found for rational number interventions favoring treatment conditions over business as usual control. Proximal measures contributed to higher effect sizes than distal measures. Limitations included a high number of fraction interventions contributing to the overall effect size and a large amount of heterogeneity among study effect sizes.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"225 - 238"},"PeriodicalIF":2.4,"publicationDate":"2022-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44106181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-25DOI: 10.1177/07419325221101812
H. Mathews, Annabelle Myers, Peter A. Youngs
Shifts in special education over the last 25 years have increased the pressure on special education teacher preparation programs to improve the quality of opportunities to learn provided to teacher candidates. One aspect of quality that has not been extensively explored in the literature is the interaction between the individual candidate—the learner—and preparation experiences. Using survey and interview data from special education teacher candidates across six teacher preparation programs, we explore how candidates with differing levels of teacher self-efficacy (TSE) experience preparation. Findings suggest that TSE shaped how candidates made sense of preparation and what they took up from their opportunities to learn. Across phases, candidates with low- and high-TSE differed in how they reported on their learning opportunities and then how they interpreted these opportunities as shaping their future practice. We end with implications for research, policy, and practice in special education teacher preparation.
{"title":"The Role of Teacher Self-Efficacy in Special Education Teacher Candidates’ Sensemaking: A Mixed-Methods Investigation","authors":"H. Mathews, Annabelle Myers, Peter A. Youngs","doi":"10.1177/07419325221101812","DOIUrl":"https://doi.org/10.1177/07419325221101812","url":null,"abstract":"Shifts in special education over the last 25 years have increased the pressure on special education teacher preparation programs to improve the quality of opportunities to learn provided to teacher candidates. One aspect of quality that has not been extensively explored in the literature is the interaction between the individual candidate—the learner—and preparation experiences. Using survey and interview data from special education teacher candidates across six teacher preparation programs, we explore how candidates with differing levels of teacher self-efficacy (TSE) experience preparation. Findings suggest that TSE shaped how candidates made sense of preparation and what they took up from their opportunities to learn. Across phases, candidates with low- and high-TSE differed in how they reported on their learning opportunities and then how they interpreted these opportunities as shaping their future practice. We end with implications for research, policy, and practice in special education teacher preparation.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"209 - 224"},"PeriodicalIF":2.4,"publicationDate":"2022-06-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45547266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-08DOI: 10.1177/07419325221081502
Lynn A. Newman, Audrey A. Trainor, H. Javitz
We examined the effect of three components of self-determination—autonomy, empowerment, and self-realization—on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the U.S. National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English learners with disabilities with higher autonomy scores were more likely to enroll in 2-year colleges, and those with higher empowerment scores were more likely to enroll in 4-year colleges. However, prior research found that English learners with disabilities are less likely to act autonomously or report empowerment-related behaviors than other students with disabilities or students in the general population. Considering the increasing importance of postsecondary education, the current study’s findings demonstrate the importance of promoting both the self-determined behaviors of this dually identified population of students and the learning environment supports that facilitate the practice of self-determination.
{"title":"Effect of Self-Determination on Postsecondary Enrollment of English Learners With Disabilities","authors":"Lynn A. Newman, Audrey A. Trainor, H. Javitz","doi":"10.1177/07419325221081502","DOIUrl":"https://doi.org/10.1177/07419325221081502","url":null,"abstract":"We examined the effect of three components of self-determination—autonomy, empowerment, and self-realization—on the postsecondary enrollment of English learners with disabilities, using quasi-experimental propensity score modeling and data from the U.S. National Longitudinal Transition Study-2. Results support the hypothesis that self-determination components affect postsecondary school enrollment. English learners with disabilities with higher autonomy scores were more likely to enroll in 2-year colleges, and those with higher empowerment scores were more likely to enroll in 4-year colleges. However, prior research found that English learners with disabilities are less likely to act autonomously or report empowerment-related behaviors than other students with disabilities or students in the general population. Considering the increasing importance of postsecondary education, the current study’s findings demonstrate the importance of promoting both the self-determined behaviors of this dually identified population of students and the learning environment supports that facilitate the practice of self-determination.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"113 - 125"},"PeriodicalIF":2.4,"publicationDate":"2022-04-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47116507","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-04DOI: 10.1177/07419325221083656
Rachel Anne Schles, Tessa McCarthy
The prevalence of students with visual impairments (VI) varies across the United States, yet no analysis exists on how individual state factors may correlate with the number of students receiving services. This study presents the results of an analysis of variations in eligibility criteria for the Individuals with Disabilities Education Improvement Act (IDEA) category “visual impairments including blindness” and a series of statistical models exploring correlations between prevalence rates for students with VI and state-level variables during the 2016–2017 and 2017–2018 school years. Multiple regression analyses indicated that requiring specific assessments as part of the eligibility process may strongly correlate to states’ number of students with visual impairments reported in Child Count and explain the degree of difference between Child Count and total population reports. Child Count prevalence rates were higher in states that housed a preparation program for teachers of students with visual impairments. Implications for policy makers, administrators, and practitioners were discussed.
{"title":"Exploring States’ Variations in Prevalence and Eligibility Criteria for Students With Visual Impairments Including Blindness","authors":"Rachel Anne Schles, Tessa McCarthy","doi":"10.1177/07419325221083656","DOIUrl":"https://doi.org/10.1177/07419325221083656","url":null,"abstract":"The prevalence of students with visual impairments (VI) varies across the United States, yet no analysis exists on how individual state factors may correlate with the number of students receiving services. This study presents the results of an analysis of variations in eligibility criteria for the Individuals with Disabilities Education Improvement Act (IDEA) category “visual impairments including blindness” and a series of statistical models exploring correlations between prevalence rates for students with VI and state-level variables during the 2016–2017 and 2017–2018 school years. Multiple regression analyses indicated that requiring specific assessments as part of the eligibility process may strongly correlate to states’ number of students with visual impairments reported in Child Count and explain the degree of difference between Child Count and total population reports. Child Count prevalence rates were higher in states that housed a preparation program for teachers of students with visual impairments. Implications for policy makers, administrators, and practitioners were discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"44 1","pages":"102 - 112"},"PeriodicalIF":2.4,"publicationDate":"2022-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49336797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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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