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A Systematic Review of Mathematics Vocabulary Interventions for Students With or At-Risk for Mathematics Difficulty 针对有数学困难或面临数学困难风险的学生的数学词汇干预措施的系统回顾
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-14 DOI: 10.1177/07419325241265972
Elizabeth A. Stevens, Emily Tanner, Megan H. Mowbray
This systematic review synthesizes the effects of mathematics vocabulary interventions on the mathematics outcomes of students with mathematics difficulty (MD) in Grades K through 12. We evaluated methodological rigor using three indicators: research design, implementation fidelity, and instruction in the counterfactual. Six peer-reviewed studies and three unpublished dissertations between 1990 and 2022 met inclusion criteria. Results showed mathematics vocabulary interventions improved students’ vocabulary knowledge, particularly when instruction was explicit with multiple opportunities to practice. Findings were less conclusive on whether improved mathematics vocabulary knowledge led to improved performance on related mathematics content. Results suggest mathematics vocabulary intervention is beneficial for higher-level mathematics reasoning, such as word-problem solving. The seven group design studies received an M rating of at least acceptable for methodological rigor, and one of two single-case studies met What Works Clearinghouse design standards without reservations. We highlight promising instructional practices implemented across studies that resulted in improved vocabulary outcomes.
本系统性综述综述了数学词汇干预对 K 至 12 年级数学困难(MD)学生数学成绩的影响。我们使用三个指标对方法的严谨性进行了评估:研究设计、实施保真度和反事实教学。1990 年至 2022 年间的六项经同行评审的研究和三篇未发表的论文符合纳入标准。结果显示,数学词汇干预提高了学生的词汇知识,尤其是在教学内容明确、有多次练习机会的情况下。至于数学词汇知识的提高是否会导致相关数学内容成绩的提高,研究结果则不太明确。研究结果表明,数学词汇干预有利于更高层次的数学推理,如单词问题的解决。七项小组设计研究在方法的严谨性方面获得了至少可接受的 M 评级,两项单一案例研究中的一项毫无保留地达到了 What Works Clearinghouse 的设计标准。我们重点介绍了在各项研究中实施的有前途的教学实践,这些实践改善了词汇教学效果。
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引用次数: 0
The Elusive Meaning of Inclusive Education in Five Countries—and the United States 五个国家和美国全纳教育的模糊含义
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-12 DOI: 10.1177/07419325241268867
Douglas Fuchs
In this commentary, I reflect on the papers in this special issue that describe inclusion in five countries. More specifically, I highlight several themes among the authors’ descriptions of both progress and challenges as their respective countries try to provide students with disabilities a stronger, more inclusive educational experience. I compare and contrast this effort to efforts in the United States to properly understand and implement an inclusive education that benefits all children and youth with disabilities.
在这篇评论中,我对本特刊中介绍五个国家全纳教育情况的论文进行了反思。更具体地说,在作者们对各自国家在努力为残疾学生提供更有力、更具全纳性的教育体验过程中所取得的进步和面临的挑战的描述中,我强调了几个主题。我将这种努力与美国为正确理解和实施有益于所有残疾儿童和青少年的全纳教育所做的努力进行了比较和对比。
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引用次数: 0
Inclusive Special Education: What Do We Mean and What Do We Want? 全纳特殊教育:我们意味着什么,我们想要什么?
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-12 DOI: 10.1177/07419325241268856
Christopher J. Lemons, Sharon Vaughn, Abdulaziz Alsolami
The United States will soon recognize the 50th anniversary of the signing of the Education for All Handicapped Children Act of 1975. Considering the past 50 years in special education, we organized this special issue of Remedial and Special Education focused on inclusive education of students with disabilities in international contexts. Just as a broad array of educators in the US have grappled with improving how the education system might most effectively include students with disabilities, educational leaders in various countries across the globe have been addressing the same question: How can we design inclusive education for students with disabilities that effectively meets their needs? The manuscripts included in this special issue represent five countries—India, Japan, Norway, Saudi Arabia, and South Korea. Each paper presents background on the inclusion of students with disabilities within the focus country and highlights recent advances in and proposes next steps for policy, practice, and research. Collectively, we hope the issue expands readers’ thinking about what special education could be, encourages our community to set specific goals for our next ‘milestone anniversary,’ and ignites conversations about the specific steps we need to accomplish our goals.
美国即将迎来《1975 年残疾儿童教育法案》签署 50 周年。考虑到过去 50 年的特殊教育,我们组织了这期《补救与特殊教育》特刊,重点关注国际背景下残疾学生的全纳教育。正如美国的众多教育工作者一直在努力改进教育系统如何最有效地将残疾学生纳入其中一样,全球各国的教育领导者也一直在解决同样的问题:我们该如何为残疾学生设计全纳教育,以有效满足他们的需求?本特刊收录的手稿代表了五个国家--印度、日本、挪威、沙特阿拉伯和韩国。每篇文章都介绍了重点国家残疾学生全纳教育的背景,重点介绍了政策、实践和研究方面的最新进展,并提出了下一步的建议。总之,我们希望本期杂志能拓展读者对特殊教育的思考,鼓励我们的社区为下一个 "里程碑周年纪念 "设定具体目标,并就实现目标所需的具体步骤展开讨论。
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引用次数: 0
Leveraging Large Administrative Data for Special Education Policy Analysis: Recent Contributions and Future Directions 利用大型行政数据进行特殊教育政策分析:最新贡献与未来方向
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-08-07 DOI: 10.1177/07419325241268858
Allison F. Gilmour, Leanna Stiefel
The purpose of this special issue is to explain the advantages of using administrative data generated by states and school districts for research in special education, illustrate their use in special education policy studies, and encourage more such analyses. In this introduction to the special issue, we define and distinguish large administrative data sets, discuss types of special education policy questions that are appropriate for addressing with administrative data, provide a high-level overview of methods that are commonly used with such data, discuss examples of published analyses that use each method, note some of the limitations to using administrative data, and briefly introduce articles in the special issue.
本特刊旨在解释使用各州和学区生成的行政数据进行特殊教育研究的优势,说明这些数据在特殊教育政策研究中的应用,并鼓励开展更多此类分析。在本特刊的导言中,我们将对大型行政数据集进行定义和区分,讨论适合用行政数据解决的特殊教育政策问题的类型,对常用于此类数据的方法进行高度概括,讨论已发表的使用每种方法进行分析的实例,指出使用行政数据的一些局限性,并简要介绍本特刊中的文章。
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引用次数: 0
A Comparison of Measurement of Stability and Predictors of Special Education Burnout and Work Engagement 特殊教育倦怠和工作投入的稳定性和预测因素的测量比较
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-31 DOI: 10.1177/07419325241265979
Lisa Ruble, Christopher J. Cormier, John McGrew, David M. Dueber
Special education teacher (SET) stress and burnout is a significant problem. A total of 490 special education teachers were surveyed across the United States. The purpose of this study was to (a) assess and compare three measures of burnout/work engagement, the Maslach Burnout Inventory (MBI), the Oldenburg Burnout Inventory (OLBI), and the Utrecht Work Engagement Scale (UWES) and (b) examine change over the course of a school year that coincided with the COVID-19 pandemic. Significant measurement quality issues were observed for the MBI and OLBI, including questionable convergent validity. Burnout of SETs was found to be highly stable for the MBI and OLBI. Teachers experienced little mean change in burnout over the school year, and perceptions of the effects of COVID and demographic and school variables were generally not predictive of change in burnout for any measure. Implications are discussed.
特殊教育教师(SET)的压力和职业倦怠是一个重大问题。本研究对全美共 490 名特殊教育教师进行了调查。本研究的目的是:(a) 评估和比较三种职业倦怠/工作投入度量表,即马斯拉赫职业倦怠量表(Maslach Burnout Inventory,MBI)、奥登堡职业倦怠量表(Oldenburg Burnout Inventory,OLBI)和乌得勒支工作投入度量表(Utrecht Work Engagement Scale,UWES);(b) 研究在 COVID-19 大流行的一个学年中的变化。观察发现,MBI 和 OLBI 存在严重的测量质量问题,包括值得怀疑的收敛有效性。在 MBI 和 OLBI 中,发现 SET 的职业倦怠高度稳定。在整个学年中,教师倦怠感的平均变化很小,对 COVID 影响的看法以及人口统计学和学校变量通常不能预测任何测量指标的倦怠感变化。本文讨论了其影响。
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引用次数: 0
Exploring Differences in Spanish- and English-Speaking Parents’ Experiences With Individualized Education Program Meetings 探索讲西班牙语和英语的家长在参加个性化教育计划会议时的体验差异
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-31 DOI: 10.1177/07419325241267240
Jessica Mercado-Anazagasty, Anacary Ramirez, Laura A. Alba, Austin H. Johnson
This study aimed to explore the experiences of parents ( N = 177; Spanish-speaking and English-speaking parents) of children with disabilities navigating the special education process. This descriptive study collected quantitative and qualitative data through an electronic survey. Results describe Spanish- and English-speaking parent’s experience during Individualized Education Program (IEP) meetings, challenges in attending IEP meetings, special education knowledge, participation during IEP meetings, feelings of discrimination, parental stress, and dissatisfaction with special education services. Spanish-speaking parents reported less special education rights knowledge and feeling more discrimination at IEP meetings in comparison to English speakers and reported language barriers and inadequate interpretation services as challenges to attending an IEP meeting. Findings highlight the need for equitable parent-school partnerships to support and empower all families. Awareness of the unique experiences of Spanish-speaking families may further equitable school efforts to serve this population and other linguistically diverse parents.
本研究旨在探讨残疾儿童家长(人数=177;讲西班牙语和英语的家长)在特殊教育过程中的经验。这项描述性研究通过电子调查收集定量和定性数据。研究结果描述了讲西班牙语和英语的家长在个体化教育计划(IEP)会议期间的经历、参加 IEP 会议所面临的挑战、特殊教育知识、参与 IEP 会议的情况、歧视感、家长压力以及对特殊教育服务的不满。与讲英语的家长相比,讲西班牙语的家长对特殊教育权利的了解较少,在个人教育计划会议上感受到的歧视较多,他们还表示,语言障碍和口译服务不足是参加个人教育计划会议所面临的挑战。研究结果突出表明,有必要建立公平的家长-学校伙伴关系,以支持所有家庭并增强其能力。认识到讲西班牙语家庭的独特经历,可以促进学校公平地为这一群体和其他语言不同的家长提供服务。
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引用次数: 0
Leveraging Administrative Data to Study the Special Education Teacher Workforce 利用管理数据研究特殊教育教师队伍
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-31 DOI: 10.1177/07419325241262971
Allison F. Gilmour, Li Feng, Roddy Theobald
Special educator shortages have threatened the provision of services to students with disabilities since the passage of the Education for All Handicapped Children Act in 1975, since reauthorized as the Individuals with Disabilities Education Act. We conducted a systematic review of studies that used administrative data to study the special educator workforce. We identified 12 studies addressing policies or practices related to the composition, distribution, or effectiveness of the special educator workforce. Together, these studies provide emerging evidence regarding policies and practices that could support the special educator workforce. We recommend that future special educator-focused research with administrative data address the composition, distribution, and effectiveness of the workforce in tandem, better attend to heterogeneity, and move from descriptive studies to studies evaluating the outcomes of specific policies.
自 1975 年通过《残障儿童教育法案》(后重新授权为《残障人士教育法案》)以来,特殊教育人员的短缺一直威胁着为残障学生提供的服务。我们对使用行政数据研究特殊教育人员队伍的研究进行了系统回顾。我们确定了 12 项研究,涉及与特殊教育教师队伍的组成、分布或有效性相关的政策或实践。这些研究为支持特殊教育人员队伍的政策和实践提供了新的证据。我们建议,未来以特殊教育工作者为重点的研究应利用行政数据,同时解决劳动力的组成、分布和有效性问题,更好地关注异质性,并从描述性研究转向评估具体政策成果的研究。
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引用次数: 0
Understanding Appropriate and Applicable Sex Education Instruction for People With Intellectual Disability 了解适合智障人士的适当和适用的性教育指导
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-31 DOI: 10.1177/07419325241261055
Melissa Stoffers, Sarah Curtiss
Although individuals with intellectual disability need sex education, little is known about the instructional practices of sex educators. To fill this gap and explore how instruction is appropriate and applicable to individuals with intellectual disability, we interviewed 58 sex educators about their instruction. Using thematic analysis, we identified four themes: (a) Deciding how to individualize: “A lot of my students have receptive skills, but don’t have a lot of verbal skills. I don’t need them verbal,” (b) Applicability to real life: “I want to teach them behaviors they can use,” (c) Conceptualizations of age: “Depends on the age and how much the person’s going to understand,” and (d) Strategies and challenges of assessing practice: “I don’t know how to measure sexuality.” Study findings elucidate the lived experiences of sex educators so we might learn and better support individuals with intellectual disability.
尽管智障人士需要性教育,但人们对性教育工作者的教学实践却知之甚少。为了填补这一空白,并探索如何进行适合和适用于智障人士的教学,我们采访了 58 位性教育工作者,了解他们的教学情况。通过主题分析,我们确定了四个主题:(a)决定如何个性化:"我的很多学生都有接受能力,但没有很多语言表达能力。我不需要他们用语言表达",(b) 现实生活的适用性:"我想教给他们可以使用的行为",(c) 年龄的概念:"取决于年龄以及他们能理解多少",(d) 评估实践的策略和挑战:"我不知道如何衡量性。研究结果阐明了性教育工作者的生活经历,从而使我们可以学习并更好地支持智障人士。
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引用次数: 0
The Barriers Encountered and Facilitators Desired: A Systematic Review of What Latino/x Families Experience Within Special Education 遇到的障碍和希望的促进因素:拉丁裔/x 家庭在特殊教育中的经历系统回顾
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-27 DOI: 10.1177/07419325241262444
Alyssa Barrera-Lansford, Neyda J. Sánchez
Latino/x families experience barriers when navigating and accessing special education (SPED) services. Previous research has identified some of these barriers that Latino/x families encounter and facilitators to provide support for a positive SPED experience (Rios & Burke, 2020). The purpose of this study is to continue the investigation of the barriers Latino/x families face when navigating and accessing SPED services and identify past and current recommended facilitators that ameliorate these barriers. During this investigation, the authors also considered how acculturation might contribute to the obstacles Latino/x families face. This review identified 16 eligible studies highlighting barriers and facilitators to SPED services. Barriers to navigating and acquiring SPED services included limited access to SPED knowledge, communication barriers, lack of resources, and lack of cultural understanding. Facilitators included family/caregiver education, access to resources, communication, support, cultural understanding, and teacher quality training. Implications for research, practice, and policy are discussed.
拉丁裔/性别家庭在浏览和获取特殊教育(SPED)服务时会遇到障碍。先前的研究已经确定了拉美裔/x 族家庭遇到的其中一些障碍,以及为获得积极的特殊教育体验提供支持的促进因素(Rios & Burke, 2020)。本研究的目的是继续调查拉丁裔/性别家庭在浏览和获取 SPED 服务时所面临的障碍,并确定过去和当前建议的可改善这些障碍的促进因素。在调查过程中,作者还考虑了文化适应如何可能导致拉丁裔/x 族家庭面临的障碍。本次审查确定了 16 项符合条件的研究,这些研究强调了 SPED 服务的障碍和促进因素。引导和获得 SPED 服务的障碍包括获得 SPED 知识的途径有限、沟通障碍、缺乏资源以及缺乏文化理解。促进因素包括家庭/照顾者教育、资源获取、沟通、支持、文化理解和教师素质培训。本文讨论了研究、实践和政策的意义。
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引用次数: 0
Invoking the Divine on the Path to Inclusive Education: India’s Contextual Realities 在全纳教育的道路上召唤神灵:印度的现实背景
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-26 DOI: 10.1177/07419325241260751
Lakshmi Balasubramanian, Ipshita Banerjee
Understanding inclusive education challenges in India involves acknowledging the complex linguistic, cultural, religious, and caste-based diversity affecting marginalized groups. Ambiguity surrounds implementing the inclusion concept, necessitating critical evaluation and adaptation to align with India’s unique dynamics. Despite increased enrollment (61%), concerns persist about omitting some children from inclusive education benefits, suggesting exclusivity. The 2020 National Education Policy aims for equitable opportunities, but challenges remain in implementation and access. Interchangeable terms (e.g., inclusion vs. integration) and a lack of differentiation hinder progress. Robust research on classroom practices is vital to establish effective strategies, support families, and address diverse student needs. This multifaceted issue requires consideration of India-specific contexts. India’s interpretation of inclusive education varies based on disability severity, and solutions should account for political, historical, and cultural contexts and the beliefs and experiences of disabled individuals.
要了解印度全纳教育所面临的挑战,就必须认识到影响边缘化群体的复杂的语 言、文化、宗教和种姓多样性。全纳概念的实施模糊不清,需要进行严格的评估和调整,以适应印度的独特动态。尽管入学率有所提高(61%),但人们仍然担心一些儿童享受不到全纳教育的惠益,这表明教育具有排他性。2020 年国家教育政策》旨在提供公平的机会,但在实施和获取方面仍存在挑战。术语的互换(如全纳与融合)以及缺乏区分阻碍了进展。对课堂教学实践的深入研究对于制定有效策略、支持家庭和满足不同学生的需求至关重要。这个多方面的问题需要考虑印度的具体情况。印度对全纳教育的理解因残疾严重程度而异,解决方案应考虑政治、历史和文化背景以及残疾人的信仰和经历。
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引用次数: 0
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Remedial and Special Education
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