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Inclusive Education for Students With Special Education Needs in Norway 挪威为有特殊教育需求的学生提供全纳教育
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-26 DOI: 10.1177/07419325241260750
Kari-Anne B. Næss, Silje Hokstad, Bjarte Reidar Furnes, Elisabeth Hesjedal, Jørn Østvik
This narrative review aims to present and discuss the Norwegian school system as a context for inclusive education. Despite its clear political intentions, Norway lacks a common definition of inclusion and has limited insight into the quality of inclusive practices that are commonly implemented for students with special education needs (SEN) and the results of such practices. This study reveals that students with SEN are often educated in segregated settings and by staff lacking educational competence. Hence, future policy actions should prioritize the development of a common terminology and a report system that includes students with SEN. As SEN resources in Norway are allocated based on a lack of satisfactory learning outcomes from mainstream education and often result in segregated actions, an increased focus on school society, learning environments, educational practices, and individual learning outcomes is required. Additional research is needed to identify practices that can promote high-quality inclusion of students in Norwegian schools.
本叙述性综述旨在介绍和讨论挪威学校系统作为全纳教育背景的情况。尽管挪威有明确的政治意图,但对全纳教育缺乏一个共同的定义,对通常为有特殊教育需要(SEN)的学生实施的全纳做法的质量以及这些做法的结果也缺乏深入的了解。本研究揭示,有特殊教育需要的学生往往在隔离的环境中接受教育,并由缺乏教育能力的教职员工进行教育。因此,未来的政策行动应优先发展包括有特殊教育需要学生在内的通用术语和报告系统。由于挪威的特殊教育需要资源是根据主流教育缺乏令人满意的学习成果分配 的,而且往往导致隔离行动,因此需要更加关注学校社会、学习环境、教育实践 和个人学习成果。需要开展更多的研究,以确定能够促进挪威学校高质量地包容学生的做法。
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引用次数: 0
School Choice and Students With Disabilities: Evidence From Administrative Data 择校与残疾学生:来自行政数据的证据
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-26 DOI: 10.1177/07419325241262699
Josefina Senese, Marcus A. Winters
School choice has emerged as an alternative to traditional public education, allowing families to select schools outside their neighborhood. While extensive research has examined its impact on students overall, there is a need to focus on its specific effects on students with disabilities. This article addresses this gap by reviewing 39 quantitative studies analyzing this issue using administrative data. Twenty-eight focus on charter schools, and 18 compare differences in enrollment—usually referred to as the “SPED gap”—between sectors. However, few publications explore factors contributing to these disparities or variations in services provided and their impact on student outcomes. We propose future research should (a) explore outcomes beyond enrollment disparities, including both academic and non-academic aspects, as well as short and long-term consequences; (b) employ rigorous statistical methods; (c) broaden the scope of the investigation to encompass diverse states and contexts, as well as other choice policies.
择校已成为传统公立教育的一种替代方式,允许家庭选择其社区以外的学校。虽然已有大量研究探讨了择校对学生的整体影响,但仍有必要关注择校对残疾学生的具体影响。本文通过回顾 39 项使用行政数据分析该问题的定量研究,填补了这一空白。其中 28 项研究关注特许学校,18 项研究比较了不同部门之间的入学率差异--通常称为 "SPED 差距"。然而,很少有出版物探讨造成这些差距的因素或所提供服务的差异及其对学生成绩的影响。我们建议今后的研究应:(a) 探讨入学差距以外的结果,包括学业和非学业方面,以及短期和长期后果;(b) 采用严格的统计方法;(c) 扩大调查范围,涵盖不同的州和背景,以及其他选择政策。
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引用次数: 0
Perceived Stress, Executive Function, and Stress Regulation: Implications for Middle Schoolers’ Emotional and Behavioral Well-being 感知压力、执行功能和压力调节:对初中生情绪和行为健康的影响
IF 2.4 3区 教育学 Q1 EDUCATION, SPECIAL Pub Date : 2024-07-26 DOI: 10.1177/07419325241265973
Michelle M. Cumming, Yuxi Qiu, Rachel Oblath, Stacy L. Frazier, Cristina Criado, Sharde Theodore, Gabriel Placido
Middle schoolers with or at risk for emotional and behavioral disorders (EBD) typically have a trajectory of difficult outcomes (e.g., school dropout, incarceration). Growing evidence suggests that the continuum of behavioral competence to challenges is closely linked to students’ neurocognitive executive function (EF) capacities, perceived stress (e.g., peers, school), and ability to navigate stressful situations; yet research with students with or at risk for EBD in middle school and from racially/ethnically under-represented backgrounds is limited. With 118 middle schoolers from a predominantly Hispanic/Latinx school district, we found (a) EF group differences among students with or at risk for EBD compared with peers without significant behaviors and (b) perceived stress and stress-regulation skills were uniquely associated with students’ internalizing and externalizing behaviors. We discuss research and practice implications.
患有或有可能患有情绪和行为障碍(EBD)的初中生通常都会遇到困难(如辍学、入狱)。越来越多的证据表明,从行为能力到挑战的连续性与学生的神经认知执行功能(EF)能力、感知到的压力(如同伴、学校)以及驾驭压力情境的能力密切相关;然而,针对来自种族/族裔代表性不足背景的初中 EBD 患者或高危学生的研究却十分有限。通过对一个以西班牙裔/拉丁裔为主的学区的 118 名初中生的研究,我们发现:(a) 与没有明显行为的同龄人相比,有 EBD 或有 EBD 风险的学生的 EF 群体差异;(b) 感知到的压力和压力调节技能与学生的内化和外化行为有独特的关联。我们讨论了研究和实践的意义。
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引用次数: 0
A Fourth Generation of Inclusive Education: A Commentary 第四代全纳教育:评论
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-06-24 DOI: 10.1177/07419325241260753
Michael L. Wehmeyer
Special education as an organized, legislatively mandated entity is roughly 50 years old in many parts of the world. Most schools around the world continue to struggle to provide inclusive education for students with disabilities, sharing common barriers and experiencing their own unique barriers. This commentary discusses international initiatives that have focused on inclusive education and proposes a fourth generation of inclusive practices that align with worldwide changes in the education system.
特殊教育作为一个有组织的、立法授权的实体,在世界许多地方已有大约 50 年的历史。世界各地的大多数学校仍在努力为残疾学生提供全纳教育,既面临着共同的障碍,也经历着各自独特的障碍。这篇评论讨论了关注全纳教育的国际倡议,并提出了第四代全纳做法,以适应世界范围内教育系统的变化。
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引用次数: 0
Family–School Relationships and Exclusionary Discipline of Students With and Without Disabilities 家庭与学校的关系以及对残疾和非残疾学生的排斥性纪律处分
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-05-30 DOI: 10.1177/07419325241253212
Zhe Gigi An, Hyunwoo Yang
Using data extracted from the Parent and Family Involvement in Education Survey of the 2019 National Household Education Surveys Program, this study used a series of linear probability models to examine the association between family–school relationships and exclusionary discipline. The sample included 15,360 U.S. families of K–12 non-homeschooled and non-virtual school students. Results suggest that students with disabilities experienced significantly more expulsion and suspension and that their families were less satisfied with school and received significantly more individual contact from school for negative reasons. In addition, parent satisfaction with school and individual contacts from school to parent regarding positive behaviors or schoolwork and behavior problems were statistically significantly associated with exclusionary discipline after accounting for student characteristics, such as race, age, and gender. These associations between family–school relationships and exclusionary discipline did not differ by a student’s disability status.
本研究利用从2019年全国家庭教育调查项目的 "家长和家庭参与教育调查 "中提取的数据,使用一系列线性概率模型来研究家庭-学校关系与排斥性纪律之间的关联。样本包括 15,360 个美国 K-12 非家庭教育和非虚拟学校学生的家庭。结果表明,残疾学生被开除和停学的情况明显增多,他们的家庭对学校的满意度较低,因负面原因与学校的个别接触明显增多。此外,在考虑了学生的种族、年龄和性别等特征后,家长对学校的满意度以及学校就学生的积极行为或学校作业和行为问题与家长进行的个别接触,在统计学上与开除处分有显著关联。家庭-学校关系与排斥性纪律之间的这些关联并不因学生的残疾状况而有所不同。
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引用次数: 0
Same as It Ever Was: An Updated Review of Replication Studies in Special Education Journals 一如既往:对特殊教育期刊中重复研究的最新回顾
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-05-14 DOI: 10.1177/07419325241248766
Bryan G. Cook, William J. Therrien, Danielle A. Waterfield, Suzanne McClain, Jesse I. Fleming, Hannah Robinson, Latesha Watson, Joseph Boyle
Despite the importance of replication studies, previous reviews showed that they comprised less than 1% of publications in special education journals. This review conceptually replicates Lemons and colleagues’ previous review to provide updated rates of replication studies in special education journals. We identified 78 studies published in 44 special education journals between 2015 and 2022 that used the term replicat* and met our definition of replication, constituting 0.54% of all publications. Similar to previous findings, most replication studies were conceptual, successfully replicated previous results, and were conducted by one or more authors of the study being replicated. Replications with author overlap were significantly more likely to successfully reproduce the findings of the original study. Journal impact factor was significantly and positively related to journal-level replication rate. Publication rates of replications in special education journals remain similar to previous decades, suggesting that additional efforts are needed to increase the publication of replication research.
尽管重复研究非常重要,但之前的综述显示,重复研究在特殊教育期刊发表的文章中所占比例不到 1%。本综述在概念上复制了莱蒙斯及其同事之前的综述,以提供特殊教育期刊中重复研究的最新比例。我们发现,2015 年至 2022 年间在 44 种特殊教育期刊上发表的 78 篇研究使用了复制*一词,且符合我们对复制的定义,占所有出版物的 0.54%。与之前的研究结果类似,大多数复制研究都是概念性的,成功复制了之前的结果,并且由被复制研究的一位或多位作者完成。作者重叠的复制研究更有可能成功复制原始研究的结果。期刊影响因子与期刊复制率呈显著正相关。特殊教育期刊中复制研究的发表率与前几十年相似,这表明还需要进一步努力提高复制研究的发表率。
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引用次数: 0
Intensification of a Reading Comprehension Intervention Using Student Data: A Pilot Study 利用学生数据加强阅读理解干预:试点研究
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-05-14 DOI: 10.1177/07419325241249767
Marissa J. Filderman, Alicia A. Stewart, Allie M. Cramer, Sarah S. Hughes-Berheim, Elizabeth Swanson
Many students in the upper elementary grades and beyond uniquely struggle with reading comprehension, necessitating explicit instruction and remediation in this area. This study used data-based decision-making (DBDM), a research-based systematic approach to student data collection and analysis, to intensify the evidence-based Strategies for Reading Information and Vocabulary Effectively (STRIVE) reading comprehension intervention. Results indicate that students who received DBDM to intensify STRIVE and students who received STRIVE alone outperformed students in a business-as-usual comparison condition on a researcher-designed vocabulary mastery measurement. Other findings, future directions, and implications for research and teaching are also discussed.
许多小学高年级及以上的学生在阅读理解方面有独特的困难,因此有必要在这一领域进行明确的指导和补救。本研究采用基于数据的决策(DBDM)--一种基于研究的系统性学生数据收集和分析方法--来强化基于证据的 "有效阅读信息和词汇策略"(STRIVE)阅读理解干预。结果表明,接受 DBDM 加强 STRIVE 的学生和单独接受 STRIVE 的学生在研究人员设计的词汇掌握程度测量中的表现优于在 "一切照旧 "对比条件下的学生。此外,还讨论了其他发现、未来方向以及对研究和教学的影响。
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引用次数: 0
Exploring the Relationship Between Self-Determination and Economic Hardship Constructs Among Adolescents With and Without Disabilities 探索残疾和非残疾青少年自我决定与经济困难结构之间的关系
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-25 DOI: 10.1177/07419325241247343
Allison R. Lombardi, Graham G. Rifenbark, Karrie A. Shogren, Ashley Taconet, Tyler A. Hicks
In this registered report, we examined interrelationships between established constructs of self-determination and economic hardship using data from the National Longitudinal Transition Study 2012 (NLTS2012). We tested the hypothesized factor structure of selected NLTS2012 items assessing constructs associated with self-determination (i.e., autonomy, psychological empowerment, and self-realization) using the full sample of youth with and without disabilities. Using latent variable modeling, we explored interrelationships among these constructs and economic hardship across disability and race/ethnicity groups. The self-determination constructs were confirmed, two of which (autonomy and psychological empowerment) resulted in significant inverse relationships with economic hardship. Different patterns emerged for youth with intersecting identities of disability, race, and ethnicity. Findings will inform culturally responsive approaches to transition service delivery that address and reduce systemic barriers, as well as provide support for promoting self-determination skills for all youth.
在这份登记报告中,我们利用《2012 年全国纵向过渡研究》(NLTS2012)的数据,研究了自我决定和经济困难这两个既定概念之间的相互关系。我们利用全部残疾和非残疾青少年样本,测试了 NLTS2012 选定项目的假设因子结构,这些项目评估了与自我决定相关的构念(即自主、心理赋权和自我实现)。通过潜在变量建模,我们探讨了这些建构与不同残疾和种族/族裔群体的经济困难之间的相互关系。自我决定建构得到了证实,其中两个建构(自主和心理赋权)与经济困难之间存在显著的反向关系。具有残疾、种族和民族交叉身份的青少年出现了不同的模式。研究结果将为提供具有文化敏感性的过渡服务提供信息,以解决和减少系统性障碍,并为促进所有青少年的自决技能提供支持。
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引用次数: 0
Managing Student Behavior in Middle School Special Education Classrooms: A Single-Subject Study of CW-FIT 初中特殊教育课堂中的学生行为管理:CW-FIT 单主体研究
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-25 DOI: 10.1177/07419325241247345
Kelsey A. Johnson, Paul Caldarella, Howard P. Wills, Blake D. Hansen, Erika J. Richards
Teachers have the responsibility of managing student classroom behavior. The positive effects of evidence-based classroom management methods, like Class-Wide Function-related Intervention Teams (CW-FIT), have been demonstrated in a variety of settings; however, research on the efficacy of CW-FIT in special education classrooms is scarce. The purpose of this study was to determine the effectiveness of CW-FIT in two middle school special education math classrooms. Teachers implemented CW-FIT by instructing students in classroom behavior expectations and using a group contingency involving the use of teams, a timer, praise, points, and group rewards. One teacher alternated between using an audible and inaudible timer, while the other used an audible timer. There was an increase in student on-task behavior and teacher praise when CW-FIT was implemented, with no significant difference in outcomes between conditions with an audible versus inaudible timer. Teachers and students indicated that they found the intervention to be socially valid.
教师有责任管理学生的课堂行为。以实证为基础的课堂管理方法,如全班功能相关干预小组(CW-FIT),已在各种环境中证明了其积极效果;然而,有关全班功能相关干预小组在特殊教育课堂中的有效性的研究却很少。本研究旨在确定 CW-FIT 在两个初中特殊教育数学课堂中的有效性。教师在实施 CW-FIT 时对学生进行了课堂行为预期指导,并采用了小组应急措施,包括使用小组、计时器、表扬、积分和小组奖励。一名教师交替使用有声和无声计时器,另一名教师则使用有声计时器。实施 CW-FIT 后,学生完成任务的行为和教师的表扬都有所增加,但使用有声和无声计时器的结果没有显著差异。教师和学生都表示,他们认为该干预措施具有社会有效性。
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引用次数: 0
Does Special Education Work? A Systematic Literature Review of Evidence From Administrative Data 特殊教育有用吗?行政数据证据的系统性文献综述
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-13 DOI: 10.1177/07419325241244485
Kaitlyn G. O’Hagan, Leanna Stiefel
Research increasingly seeks to answer the question: does special education work? This is different than asking if specific interventions have positive effects and instead aims to identify system-wide impacts. We systematically review published quantitative research on the impact of receiving special education services on student outcomes using large administrative data, as well as review the methodology used in existing research. The takeaway from the 15 included studies is that special education positively impacts student outcomes, and the growth of students receiving special education typically matched or exceeded the growth of their general education peers. Methods used in these studies were, however, quasi-experimental, so limitations to credibly causal claims remain. In addition, that relatively few studies met our inclusion criteria reflects the need for additional research, and we highlight methodological and substantive considerations for future work.
研究越来越多地试图回答这样一个问题:特殊教育是否有效?这不同于询问特定干预措施是否具有积极效果,而是旨在确定对整个系统的影响。我们利用大量行政数据,系统地回顾了已发表的关于接受特殊教育服务对学生成绩影响的定量研究,并回顾了现有研究中使用的方法。从所纳入的 15 项研究中得出的结论是,特殊教育对学生的学习成绩产生了积极影响,接受特殊教育的学生的成长通常与普通教育学生的成长相匹配或超过普通教育学生。然而,这些研究采用的方法都是准实验性的,因此在可信的因果关系方面仍然存在局限性。此外,符合我们纳入标准的研究相对较少,这反映出我们需要开展更多的研究,我们也强调了未来工作在方法和实质方面的注意事项。
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引用次数: 0
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Remedial and Special Education
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