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The Dynamic Relationship Between Students’ Talk About Their Learning and Teachers’ Reading Instruction 学生谈论学习与教师阅读教学之间的动态关系
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-12 DOI: 10.1177/07419325241240062
Amber Benedict, Alexandra Lauterbach, Mary Brownell, Yujeong Park, Germaine Koziarski
Historically, in educational research, student learning is frequently represented as quantitative data that demonstrates academic achievement. However, examining student learning by quantitative measures alone means that we do not fully understand the dynamic relationship between the instructional practices of teachers and how students learn. In this study, grounded theory methods were used to explore the relationship between the learning experiences of upper elementary students with specific learning disabilities and their special education teachers’ reading practices. We found a relationship between the way teachers structured interactions within their word study instruction and how students perceived themselves as “readers” as evidenced by their talk. This study demonstrates the potential for teacher educators and researchers to use how students talk of their learning experiences and interactions during instruction, along with performance-based data, as a tool for understanding how teacher instruction affects student learning.
从历史上看,在教育研究中,学生的学习往往表现为证明学业成绩的量化数据。然而,仅仅通过量化指标来考察学生的学习情况,意味着我们无法充分了解教师的教学实践与学生的学习方式之间的动态关系。在本研究中,我们采用了基础理论方法来探讨有特殊学习障碍的小学高年级学生的学习经历与他们的特殊教育教师的阅读实践之间的关系。我们发现,教师在字词学习教学中组织互动的方式与学生如何将自己视为 "读者 "之间存在关系。这项研究表明,教师教育工作者和研究人员可以利用学生如何谈论他们的学习经历和教学过程中的互动,以及基于成绩的数据,作为了解教师教学如何影响学生学习的工具。
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引用次数: 0
Inclusive Education in South Korea 韩国的全纳教育
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-08 DOI: 10.1177/07419325241240060
Uijung Kim, Aehwa Kim, Byeongryong Kim, Jieun Baek
Over the past few decades, inclusive education in South Korea has continued to grow both in quantity and quality. The purpose of this article is twofold: (a) to report on the legal basis and the current status of inclusive education in South Korea and (b) to synthesize policy tasks and prominent outcomes related to inclusive education in South Korea. The major findings are as follows. First, according to the 2022 Special Education Annual Report provided by the Ministry of Education, approximately 73% of students eligible for special education received either part-time (56% of students) or full-time (17% of students) inclusive education. Second, it was found that there were significant outcomes in the five elements of support (i.e., human support, social climate support, physical environment support, curriculum support, and financial and operational support), which are quality indicators of inclusive education. Based on these findings, we discuss issues of inclusive education, future directions, and suggestions for the further development of inclusive education in South Korea.
过去几十年来,韩国的全纳教育在数量和质量上都在持续增长。本文有两个目的:(a) 报告南韩全纳教育的法律依据和现状;(b) 综述与南韩全纳教育有关的政策任务和突出成果。主要结论如下。首先,根据教育部提供的《2022 年特殊教育年度报告》,约 73% 有资格接受特殊教育的学生接受了非全日制(56% 的学生)或全日制(17% 的学生)全纳教育。其次,我们发现,作为全纳教育质量指标的五大支持要素(即人力支持、社会氛围支持、物质环境支持、课程支持以及财务和运营支持)取得了显著成效。基于这些研究结果,我们讨论了全纳教育的问题、未来发展方向以及对韩国进一步发展全纳教育的建议。
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引用次数: 0
The Educational Journey of Students With Disabilities in Saudi Arabia: From Isolation to Inclusive Education 沙特阿拉伯残疾学生的教育历程:从孤立到全纳教育
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-05 DOI: 10.1177/07419325241240058
Abdulaziz Alsolami
In recent years, the Kingdom of Saudi Arabia has put considerable effort toward improving justice and equity for people with disabilities in education. One of the three main dimensions of Saudi Arabia’s Vision 2030 program is to support all citizens, especially those with disabilities. However, more efforts are still needed to achieve meaningful inclusive education. This analysis sheds light on the challenges, successes, and important factors that have affected the educational landscape for individuals with disabilities in Saudi Arabia and offers recommendations for improving and sustaining inclusive educational practice. In particular, technology solutions need to be implemented to provide effective training for special education professionals, and the current curriculum should be reevaluated to suit special education standards. Preparing special education teachers and other personnel to adapt the curriculum to suit students with disabilities is an important step toward full inclusion in Saudi Arabia.
近年来,沙特阿拉伯王国为改善残疾人在教育方面的公正和公平做出了巨大努力。沙特阿拉伯 "2030 愿景 "计划的三个主要方面之一就是支持所有公民,尤其是残疾人。然而,要实现有意义的全纳教育,仍需付出更多努力。本分析报告揭示了沙特阿拉伯残疾人教育所面临的挑战、取得的成功以及影响其教育前景的重要因素,并为改进和维持全纳教育实践提出了建议。特别是,需要实施技术解决方案,为特殊教育专业人员提供有效培训,并重新评估现行课程,以适应特殊教育标准。让特殊教育教师和其他人员做好调整课程以适应残疾学生的准备,是沙特阿拉伯实现全纳教育的重要一步。
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引用次数: 0
Current Issues and Future Directions of Inclusive Education in Japan 日本全纳教育的当前问题和未来方向
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-05 DOI: 10.1177/07419325241240061
Akiko Kaizu, Munehisa Tamaki
Inclusive education in Japan was developed on the foundation of special needs education (SNE), which began in the early 2000s. There are various arguments as to whether the current multi-track system of SNE extending from segregated special needs schools to general education classrooms will lead to inclusive education, which is the goal of the Convention on the Rights of Persons with Disabilities. This study focuses on the movement for system reform of the SNE and examines its current status and challenges. It also discusses recent policy trends in general education classrooms that have affected the promotion of inclusive education. Furthermore, while making a global comparison using Organisation for Economic Co-operation and Development (OECD) data, this paper highlights Japan’s advantages and challenges in achieving inclusive education. Finally, it examines the conditions for realizing a new Japanese-style inclusive education.
日本的全纳教育是在特殊需要教育(SNE)的基础上发展起来的,始于 2000 年代初。目前,从隔离的特殊需要学校到普通教育教室的多轨制特殊需要教育(SNE)能否实现《残疾人权利公约》的全纳教育目标,存在各种争论。本研究重点关注特殊教育体系改革运动,并探讨其现状和挑战。它还讨论了普通教育课堂中影响全纳教育推广的最新政策趋势。此外,在利用经济合作与发展组织(OECD)的数据进行全球比较的同时,本文强调了日本在实现全纳教育方面的优势和挑战。最后,本文探讨了实现新的日本式全纳教育的条件。
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引用次数: 0
Outcome-Reporting Bias in Special Education Intervention Research Using Experimental and Quasi-Experimental Group Designs: A Conceptual Replication 使用实验和准实验小组设计的特殊教育干预研究中的结果报告偏差:概念复制
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-04-03 DOI: 10.1177/07419325241240067
Elizabeth Talbott, Daniel M. Maggin, Meveryn Chua, Lauren Ashley, Xiaohong Chen, Philippa A. Chin, Mary Kate Curry
We conducted a conceptual replication of Pigott et al.’s study of outcome-reporting bias, wherein they compared intervention outcomes reported in unpublished education dissertations with corresponding published versions. For our replication, we identified a sample of 40 special education dissertations with matched journal publications and found that statistically significant intervention outcomes from dissertations were 1.48 times more likely to be published compared with nonsignificant outcomes. Significant moderators of this effect included type of intervention outcome (academic), type of research design (randomized controlled trial), participant race (with samples greater than or equal to 50% non-White), and type of disability/exceptionality (high incidence). We found that few dissertation authors published their work, providing further evidence for the much-needed inclusion of dissertations in systematic reviews.
我们对 Pigott 等人关于结果报告偏差的研究进行了概念上的复制,他们将未发表的教育论文中报告的干预结果与相应的发表版本进行了比较。在复制过程中,我们确定了 40 篇特殊教育论文样本,并在期刊上发表了相应的论文,结果发现,论文中具有统计学意义的干预结果发表的可能性是无意义结果的 1.48 倍。这一影响的重要调节因素包括干预结果的类型(学术)、研究设计的类型(随机对照试验)、参与者的种族(非白人样本大于或等于 50%)以及残疾/特殊性的类型(高发生率)。我们发现,很少有学位论文作者发表自己的研究成果,这进一步证明了将学位论文纳入系统综述的必要性。
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引用次数: 0
Special Education Researchers’ Knowledge, Attitudes, and Reported Use of Open Practices 特殊教育研究人员对开放实践的了解、态度和报告使用情况
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-03-28 DOI: 10.1177/07419325241237268
Jesse I. Fleming, Sarah Emily Wilson, Daniel Espinas, Wilhelmina van Dijk, Bryan G. Cook
Despite calls for open science reforms in special education research, little is known about the perceptions or practices of special education researchers regarding open science. In this study, we modified the Open Science Survey to conduct a preliminary examination of the knowledge, attitudes, perceived norms, and behavioral intent of 155 special education researchers for three open practices: preregistering studies, posting preprints, and sharing data. Respondents reported favorable attitudes toward each of the practices but low levels of implementation knowledge. Multiple linear regression analysis revealed that knowledge, attitudes, career stage, and methodological preference significantly predicted intent to engage in these open practices. We provide recommendations from these findings to inform efforts to increase open science uptake in the field.
尽管人们呼吁在特殊教育研究中进行开放科学改革,但对于特殊教育研究人员对开放科学的看法或实践却知之甚少。在这项研究中,我们修改了 "开放科学调查",对 155 名特殊教育研究人员在三种开放实践方面的知识、态度、感知规范和行为意图进行了初步检查:预先注册研究、发布预印本和共享数据。受访者对每项实践都表示了良好的态度,但实施知识水平较低。多元线性回归分析表明,知识、态度、职业阶段和方法偏好对参与这些开放实践的意向有显著的预测作用。我们将根据这些发现提出建议,为提高开放科学在该领域的普及率提供参考。
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引用次数: 0
Integrating Community Cultural Wealth Into Postsecondary Transition for Students With Disabilities Receiving English Learner Services 将社区文化财富融入接受英语学习者服务的残疾学生的中学后过渡教育中
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-03-25 DOI: 10.1177/07419325241239662
Lindsay Romano, Audrey Trainor, Gracy Sarkissian, Lynn Newman
Understanding how capital influences postsecondary transition for students receiving special education and English learner (EL) services can inform culturally sustaining planning practices and improve postsecondary outcomes. Recognizing how students and families utilize community cultural wealth capital in the transition process can support efforts to thwart deficit-based practices and replace them with asset-based approaches that expand upon students’ strengths. At the same time, examining the ways the dominant group maintains power through actions that perpetuate the status quo is important. In this article, we apply Bourdieu’s capital theory alongside Yosso’s community cultural wealth framework to better understand how capital informed the postsecondary transition experiences of 13 students receiving special education and EL services and their parents. Implications and recommendations for understanding and utilizing cultural capital and community cultural wealth in transition are explored.
了解资本如何影响接受特殊教育和英语学习者(EL)服务的学生中学后的过渡,可以为文化上可持续的规划实践提供信息,并改善中学后的成果。认识到学生和家庭在过渡过程中如何利用社区文化财富资本,可以支持挫败以赤字为基础的做法,代之以以资产为基础的方法,扩大学生的优势。与此同时,研究占主导地位的群体如何通过维持现状的行动来维持权力也很重要。在本文中,我们将布尔迪厄的资本理论与尤索的社区文化财富框架结合起来,以更好地理解资本如何影响 13 名接受特殊教育和英语语言服务的学生及其家长的中学后过渡经历。文章探讨了在过渡时期理解和利用文化资本和社区文化财富的意义和建议。
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引用次数: 0
Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders 校长对自己在支持情感/行为障碍学生自主计划中的作用的看法
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-03-25 DOI: 10.1177/07419325241237267
Elizabeth Bettini, Michelle M. Cumming, Alexandra A. Lauterbach, Hannah Morris Mathews
Special educators serving students with emotional/behavioral disorders (EBD) depend on their principals’ support, yet prior research has not explored principals’ roles in supporting these programs. Using constructivist grounded theory methods, we analyzed interviews with five elementary school principals about their roles in supporting self-contained programs for students with EBD. Principals held widely varying conceptions of students with EBD, visions for their program, and understandings of their own roles and responsibilities for their programs; collectively, interactions among these gave rise to principals’ senses of agency, both for the program’s capacity to be a causal agent in promoting student growth and their own capacity, as leaders, to improve the program. Our findings indicate the centrality of principals’ conceptions of EBD for how they support self-contained programs for students with EBD, which has important implications for future research and practice regarding principal leadership for special education.
为有情绪/行为障碍(EBD)的学生提供服务的特殊教育工作者有赖于校长的支持,但之前的研究并没有探讨校长在支持这些项目中所扮演的角色。我们采用建构主义基础理论方法,对五位小学校长的访谈进行了分析,了解他们在支持针对 EBD 学生的独立项目中所扮演的角色。校长们对 EBD 学生的概念、对项目的愿景以及对自己在项目中的角色和责任的理解大相径庭;总体而言,这些概念、愿景和责任之间的相互作用产生了校长们的代理感,既包括项目在促进学生成长方面的因果作用,也包括他们作为领导者改进项目的自身能力。我们的研究结果表明,校长对 EBD 的概念对于他们如何支持针对 EBD 学生的自足式项目至关重要,这对未来特殊教育校长领导力的研究和实践具有重要意义。
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引用次数: 0
Understanding the Perceptions of School Engagement of Parents of Students With Autism 了解自闭症学生家长对学校参与的看法
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-03-18 DOI: 10.1177/07419325241236378
Samantha E. Goldman, Maria P. Mello
Family–school engagement is integral to the success of students with autism. However, limited research has examined the conceptualization of family–school engagement from the perspective of parents of children with autism. With this in mind, we conducted focus groups with 22 parents of school-age children (ages 3–21) with autism. Using qualitative analysis, the authors identified seven types of engagement, each of which requires specific supports and has different barriers that may limit their use. These included: (a) collaborative partnership, (b) home-school communication, (c) advocacy, (d) school-based participation, (e) home-based participation, (f) service coordination, and (g) classroom observation. Adding two novel types of family engagement to the existing literature, findings contribute to a conceptualization of school engagement that incorporates the preferences and experiences of diverse parents of children with autism. Implications and directions for future research are discussed.
家庭-学校参与是自闭症学生取得成功不可或缺的因素。然而,从自闭症儿童家长的角度对家庭-学校参与的概念化进行考察的研究还很有限。有鉴于此,我们与 22 位学龄自闭症儿童(3-21 岁)的家长进行了焦点小组讨论。通过定性分析,作者确定了七种参与类型,每种类型都需要特定的支持,并存在可能限制其使用的不同障碍。这些类型包括(a) 协作伙伴关系,(b) 家校沟通,(c) 倡导,(d) 校本参与,(e) 家庭参与,(f) 服务协调,以及 (g) 课堂观察。研究结果在现有文献的基础上增加了两种新的家庭参与类型,有助于学校参与的概念化,将不同自闭症儿童家长的偏好和经验纳入其中。本文还讨论了未来研究的意义和方向。
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引用次数: 0
Comparison of Using Modified and Nonmodified Books on Comprehension of Students With Extensive Support Needs 比较使用改良图书和非改良图书对有广泛辅助需求的学生的理解能力的影响
IF 2.4 3区 教育学 Q1 Social Sciences Pub Date : 2024-03-06 DOI: 10.1177/07419325241234079
Samantha Gross Toews, Kathleen N. Zimmerman, Jennifer A. Kurth, Nicole Crump
Modified books are frequently used as comprehension supports for students with extensive support needs (ESN), despite limited evaluations of their creation process or impact on comprehension. This study evaluates the impact of individualized book and comprehension question modifications made through a systematic decision-making process on student comprehension during nonfiction shared book reading in general education classes. A repeated acquisition single-case research design was used to compare student comprehension of nonmodified and modified books for one first-grade and one fourth-grade student with autism and moderate intellectual disability. Findings indicate student comprehension was higher after reading modified grade-level, nonfiction books compared with similarly matched nonmodified books. These findings show students with ESN can access grade-level books in general education settings with individualized modifications. Recommendations for research and practice are shared. These recommendations include a systematic process for identification of the type and intensity of book modifications that may support comprehension for students with ESN.
修改过的图书经常被用作有广泛支持需求(ESN)的学生的理解支持,尽管对其创建过程或对理解的影响的评估有限。本研究评估了在普通教育班的非虚构共享阅读中,通过系统决策过程对图书和理解问题进行个性化修改对学生理解能力的影响。研究采用重复获取单案例研究设计,比较了一名一年级和一名四年级自闭症和中度智障学生对未修改和已修改图书的理解能力。研究结果表明,与类似的非改编书籍相比,学生在阅读改编后的年级非小说类书籍后,理解能力更高。这些研究结果表明,有自闭症和中度智障的学生经过个性化修改后,可以在普通教育环境中阅读年级水平的书籍。此外,还分享了研究和实践方面的建议。这些建议包括一个系统化的过程,以确定可帮助 ESN 学生理解的图书修改类型和强度。
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引用次数: 0
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Remedial and Special Education
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