Pub Date : 2025-04-04DOI: 10.1177/07419325251328644
Karin Nilsson, Åsa Elwér, David Messer, Henrik Danielsson
Cognitive and language abilities influence literacy outcomes in individuals with intellectual disability (ID). The aim of this study was to investigate abilities associated with decoding and reading comprehension in individuals with ID with a systematic review and a correlational meta-analysis. A total of 26 studies with 27 samples and 1,137 participants were included in the meta-analysis. The results showed that reading comprehension was significantly related to decoding ( r = .63), vocabulary ( r = .51), listening comprehension ( r = .43), and IQ ( r = .32). Decoding was significantly related to phonological awareness ( r = .52), phonological short-term memory ( r = .46), rapid automatized naming ( r = −.44), vocabulary ( r = .34), chronological age ( r = .26), IQ ( r = .30), visual short-term memory ( r = .24), and executive-loaded working memory ( r = .32). Limitations connected to unexplained heterogeneity and study quality were found and discussed. This meta-analysis showed that variables identified in studies of typically developing children are relevant for individuals with ID indicating that theories about literacy could reasonably be applied to this population.
{"title":"Cognitive and Language Abilities Associated With Reading in Intellectual Disability: A Systematic Review and Meta-Analysis","authors":"Karin Nilsson, Åsa Elwér, David Messer, Henrik Danielsson","doi":"10.1177/07419325251328644","DOIUrl":"https://doi.org/10.1177/07419325251328644","url":null,"abstract":"Cognitive and language abilities influence literacy outcomes in individuals with intellectual disability (ID). The aim of this study was to investigate abilities associated with decoding and reading comprehension in individuals with ID with a systematic review and a correlational meta-analysis. A total of 26 studies with 27 samples and 1,137 participants were included in the meta-analysis. The results showed that reading comprehension was significantly related to decoding ( <jats:italic>r</jats:italic> = .63), vocabulary ( <jats:italic>r</jats:italic> = .51), listening comprehension ( <jats:italic>r</jats:italic> = .43), and IQ ( <jats:italic>r</jats:italic> = .32). Decoding was significantly related to phonological awareness ( <jats:italic>r</jats:italic> = .52), phonological short-term memory ( <jats:italic>r</jats:italic> = .46), rapid automatized naming ( <jats:italic>r</jats:italic> = −.44), vocabulary ( <jats:italic>r</jats:italic> = .34), chronological age ( <jats:italic>r</jats:italic> = .26), IQ ( <jats:italic>r</jats:italic> = .30), visual short-term memory ( <jats:italic>r</jats:italic> = .24), and executive-loaded working memory ( <jats:italic>r</jats:italic> = .32). Limitations connected to unexplained heterogeneity and study quality were found and discussed. This meta-analysis showed that variables identified in studies of typically developing children are relevant for individuals with ID indicating that theories about literacy could reasonably be applied to this population.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"73 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143775433","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 : 2025-03-18DOI: 10.1177/07419325251322908
Karrie A. Shogren, Tyler A. Hicks, Hsiang Y. Chien, Abdulaziz H. Alsaeed, Stefania Petcu, Aaron M. Beuoy, Helena R. Ferreira
Delivering instruction that promotes student’s self-determination has received attention in special education supports and services, and there is a growing focus on the role of self-determination in enhancing outcomes for all students learning in inclusive, general education classrooms. Given this growing focus, there is a need to further understand the associations between self-determination and academic outcomes for students with and without disabilities to inform decision-making about delivering self-determination instruction in comprehensive, integrated systems of support. In this study, we conducted secondary data analysis to explore if self-determination predicts variance in academic outcome indicators in secondary students with and without disabilities across two datasets. Almost 1,500 students were represented. Findings suggest a significant positive correlation between self-determination, attendance, and mathematics achievement and a negative correlation between self-determination and office disciplinary referrals. We discuss educational implications, limitations, and directions for future research.
{"title":"Exploring the Relationship Between Self-Determination and Academic Outcomes","authors":"Karrie A. Shogren, Tyler A. Hicks, Hsiang Y. Chien, Abdulaziz H. Alsaeed, Stefania Petcu, Aaron M. Beuoy, Helena R. Ferreira","doi":"10.1177/07419325251322908","DOIUrl":"https://doi.org/10.1177/07419325251322908","url":null,"abstract":"Delivering instruction that promotes student’s self-determination has received attention in special education supports and services, and there is a growing focus on the role of self-determination in enhancing outcomes for <jats:italic>all</jats:italic> students learning in inclusive, general education classrooms. Given this growing focus, there is a need to further understand the associations between self-determination and academic outcomes for students with and without disabilities to inform decision-making about delivering self-determination instruction in comprehensive, integrated systems of support. In this study, we conducted secondary data analysis to explore if self-determination predicts variance in academic outcome indicators in secondary students with and without disabilities across two datasets. Almost 1,500 students were represented. Findings suggest a significant positive correlation between self-determination, attendance, and mathematics achievement and a negative correlation between self-determination and office disciplinary referrals. We discuss educational implications, limitations, and directions for future research.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"33 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-03-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653937","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 : 2025-03-12DOI: 10.1177/07419325251316866
Kara Hume, Jessica D. Steinbrenner, Samuel L. Odom
The postsecondary landscape for autistic youth is changing, with increased opportunities in education and employment. However, autistic youth still face higher disengagement rates than other disability groups. The Center on Secondary Education for Students with Autism (CSESA) was a multisite study examining high school programming in 60 schools across three states, and the CSESA Follow-Up study examined their post high school experiences. This special issue provides a contemporary snapshot of postsecondary life for 200 autistic young adults from the CSESA study, and features five articles, each focusing on various aspects of their lives post high school. The young adults and their caregivers reported on their engagement in education, employment, community involvement, and health, and completed standardized measures related to self-determination and adaptive behavior. This article summarizes the state of the field and CSESA findings, introduces the follow-up study sample and procedures, provides global findings, and introduces each article in the series.
{"title":"Postsecondary Landscape for Autistic Young Adults: Special Issue on Autism, Young Adulthood, and Life Post High School","authors":"Kara Hume, Jessica D. Steinbrenner, Samuel L. Odom","doi":"10.1177/07419325251316866","DOIUrl":"https://doi.org/10.1177/07419325251316866","url":null,"abstract":"The postsecondary landscape for autistic youth is changing, with increased opportunities in education and employment. However, autistic youth still face higher disengagement rates than other disability groups. The Center on Secondary Education for Students with Autism (CSESA) was a multisite study examining high school programming in 60 schools across three states, and the CSESA Follow-Up study examined their post high school experiences. This special issue provides a contemporary snapshot of postsecondary life for 200 autistic young adults from the CSESA study, and features five articles, each focusing on various aspects of their lives post high school. The young adults and their caregivers reported on their engagement in education, employment, community involvement, and health, and completed standardized measures related to self-determination and adaptive behavior. This article summarizes the state of the field and CSESA findings, introduces the follow-up study sample and procedures, provides global findings, and introduces each article in the series.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"33 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607832","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 : 2025-02-15DOI: 10.1177/07419325251316817
Brianne Tomaszewski, Leann Smith DaWalt, Kara Hume, Lindsay Rentschler, Jessica Steinbrenner
Adaptive behavior, self-determination, and health are important areas of body functions and activities identified by autistic adults as priorities for research. Past research has suggested that autistic adults have high support needs in adaptive behavior and self-determination, and have poor physical and mental health outcomes. This study included 211 autistic young adults 18–25 years old ( Mage = 20.93) and their caregivers who completed questionnaires and interviews on adaptive behavior, self-determination, and physical and mental health. Correlations were examined among adaptive behavior, maladaptive behavior, self-determination, and health outcomes controlling for IQ. Adult self-reports of self-determination capacity were associated with maladaptive behavior. Reports of self-determination by caregivers were associated with adaptive behavior and maladaptive behavior. Caregiver reports of maladaptive behaviors were associated with physical health outcomes. Findings provide an initial understanding of activities, participation, body functions, and their interactions among autistic young adults.
{"title":"Adaptive Behavior, Self-Determination, and Health in Autistic Young Adults","authors":"Brianne Tomaszewski, Leann Smith DaWalt, Kara Hume, Lindsay Rentschler, Jessica Steinbrenner","doi":"10.1177/07419325251316817","DOIUrl":"https://doi.org/10.1177/07419325251316817","url":null,"abstract":"Adaptive behavior, self-determination, and health are important areas of body functions and activities identified by autistic adults as priorities for research. Past research has suggested that autistic adults have high support needs in adaptive behavior and self-determination, and have poor physical and mental health outcomes. This study included 211 autistic young adults 18–25 years old ( M<jats:sub>age</jats:sub> = 20.93) and their caregivers who completed questionnaires and interviews on adaptive behavior, self-determination, and physical and mental health. Correlations were examined among adaptive behavior, maladaptive behavior, self-determination, and health outcomes controlling for IQ. Adult self-reports of self-determination capacity were associated with maladaptive behavior. Reports of self-determination by caregivers were associated with adaptive behavior and maladaptive behavior. Caregiver reports of maladaptive behaviors were associated with physical health outcomes. Findings provide an initial understanding of activities, participation, body functions, and their interactions among autistic young adults.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"17 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143417261","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 : 2025-02-03DOI: 10.1177/07419325251314119
Steven A. Maddox, Jenna A. Gersib, Anna-Maria Fall, Maria A. Longhi, William J. Therrien, Greg Roberts, Jason B. Phelps, Shadi Ghafghazi, Christian T. Doabler
A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit second-grade science program (Scientific Explorers-2). Our results demonstrated that relative to comparison classrooms, Scientific Explorers-2 classrooms delivered significantly higher quality scientific investigations. The quality of science discourse and maintenance effects for both measures were not statistically significant, but favored treatment classrooms in each case. Implications for designing science programs that support the delivery of high-quality science instruction that meets the needs of all students, particularly students with or at risk of learning disabilities, are discussed.
{"title":"The Role of Instructional Design in the Delivery of Early Science Instruction","authors":"Steven A. Maddox, Jenna A. Gersib, Anna-Maria Fall, Maria A. Longhi, William J. Therrien, Greg Roberts, Jason B. Phelps, Shadi Ghafghazi, Christian T. Doabler","doi":"10.1177/07419325251314119","DOIUrl":"https://doi.org/10.1177/07419325251314119","url":null,"abstract":"A critical tenet of education research is establishing what works. Another is exploring theorized mechanisms of change to help ascertain why academic programs work, for whom, and under which conditions. In other words, unpacking the black boxes of academic programs. This study explored the quality of teachers’ facilitation of (a) scientific investigations and (b) science discourse during and after the implementation of a systematic, explicit second-grade science program (Scientific Explorers-2). Our results demonstrated that relative to comparison classrooms, Scientific Explorers-2 classrooms delivered significantly higher quality scientific investigations. The quality of science discourse and maintenance effects for both measures were not statistically significant, but favored treatment classrooms in each case. Implications for designing science programs that support the delivery of high-quality science instruction that meets the needs of all students, particularly students with or at risk of learning disabilities, are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"6 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143083693","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 : 2025-01-29DOI: 10.1177/07419325241313348
Kelly O. Byrd, R. Allan Allday, Rachel R. Henderson, Zachary Francis
The current study used a multiple probe design to determine the effects of an intervention package (asynchronous training plus emailed specific performance feedback) on the rate of opportunities to respond (OTR) of three preservice elementary teachers providing small group mathematics instruction. The study utilized Swivl to record and upload lessons, which were viewed and coded to determine the rate per minute of OTR. Results show a functional relation between the intervention package and increased rates of OTR across all participants. Calculations using Nonoverlap of All Pairs (NAP) and Log Response Ratio (LRRi) suggest strong effects on the rate of OTR. Social validity was determined by semi-structured interviews, during which participants noted the intervention package to be effective at changing their behavior and simple to implement. Limitations and future research directions are addressed.
{"title":"Using Asynchronous Training and Emailed Performance Feedback to Change a Teaching Behavior of Preservice Teachers","authors":"Kelly O. Byrd, R. Allan Allday, Rachel R. Henderson, Zachary Francis","doi":"10.1177/07419325241313348","DOIUrl":"https://doi.org/10.1177/07419325241313348","url":null,"abstract":"The current study used a multiple probe design to determine the effects of an intervention package (asynchronous training plus emailed specific performance feedback) on the rate of opportunities to respond (OTR) of three preservice elementary teachers providing small group mathematics instruction. The study utilized Swivl to record and upload lessons, which were viewed and coded to determine the rate per minute of OTR. Results show a functional relation between the intervention package and increased rates of OTR across all participants. Calculations using Nonoverlap of All Pairs (NAP) and Log Response Ratio (LRRi) suggest strong effects on the rate of OTR. Social validity was determined by semi-structured interviews, during which participants noted the intervention package to be effective at changing their behavior and simple to implement. Limitations and future research directions are addressed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"35 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056182","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 : 2025-01-29DOI: 10.1177/07419325241313336
Chelsea S. Wilson, Christopher H. Skinner, Chelsea Price, Addie Welch, Hannah Collins, Keri Keller, Merilee McCurdy
Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted students to read a brief phrase containing an unknown word. During the single-phrase intervention, for each unknown word, three learning trials including the same phrase were presented. During the multiphrase intervention, three different phrases per unknown word were presented. Three generalization phrases were developed for each word. Both interventions increased students’ accurate reading of words embedded in generalization phrases and the entire generalization phrases, with the multiphrase intervention resulting in more rapid learning. Discussion focuses on future research designed to evaluate and enhance the effectiveness of phrase-reading interventions on generalized reading performance in students with disability.
{"title":"Comparing Computer-Based Single-Phrase and Multiphrase Interventions on Generalized Reading in Postsecondary Students With Disability","authors":"Chelsea S. Wilson, Christopher H. Skinner, Chelsea Price, Addie Welch, Hannah Collins, Keri Keller, Merilee McCurdy","doi":"10.1177/07419325241313336","DOIUrl":"https://doi.org/10.1177/07419325241313336","url":null,"abstract":"Adapted alternating treatment designs were used to evaluate and compare two computer-based phrase-reading interventions in four postsecondary students with an intellectual or developmental disability. Each intervention targeted eight unknown words from each student’s elective college class. For each word, interventions included three stimulus-response–stimulus-response learning trials, which prompted students to read a brief phrase containing an unknown word. During the single-phrase intervention, for each unknown word, three learning trials including the same phrase were presented. During the multiphrase intervention, three different phrases per unknown word were presented. Three generalization phrases were developed for each word. Both interventions increased students’ accurate reading of words embedded in generalization phrases and the entire generalization phrases, with the multiphrase intervention resulting in more rapid learning. Discussion focuses on future research designed to evaluate and enhance the effectiveness of phrase-reading interventions on generalized reading performance in students with disability.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"10 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143056950","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 : 2025-01-23DOI: 10.1177/07419325241310499
Sharon Vaughn, Jeanne Wanzek, Leticia R. Martinez, Eleanor M. Hancock, Anna-Mari Fall, S. Blair Payne, Sally K. Fluhler
This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the general education classroom. A total of 28 teachers and 893 students (58 students with disabilities) participated in the study, across 20 rural and urban middle schools. Effect sizes (ES) ranged from 0.21 to 0.36 on measures of content knowledge acquisition and reading comprehension for students with disabilities in the treatment classes.
{"title":"The Efficacy of a Content Area Reading Comprehension Intervention for Students With Disabilities","authors":"Sharon Vaughn, Jeanne Wanzek, Leticia R. Martinez, Eleanor M. Hancock, Anna-Mari Fall, S. Blair Payne, Sally K. Fluhler","doi":"10.1177/07419325241310499","DOIUrl":"https://doi.org/10.1177/07419325241310499","url":null,"abstract":"This pilot study investigated the efficacy of the Promoting Adolescent Comprehension Through Text (PACT) intervention, a social studies content knowledge and reading comprehension set of practices implemented with social studies classes including students with disabilities. Social studies general education teachers were provided with professional development on the PACT and differentiation practices to support students with disabilities in the general education classroom. A total of 28 teachers and 893 students (58 students with disabilities) participated in the study, across 20 rural and urban middle schools. Effect sizes (ES) ranged from 0.21 to 0.36 on measures of content knowledge acquisition and reading comprehension for students with disabilities in the treatment classes.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"1 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026645","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 : 2025-01-23DOI: 10.1177/07419325241313342
Tom J. Clees, Elias Clinton
The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the algebraic equations. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. Dependent measures included the percentage of steps correct and the percentage of problems correct on novel problems during baseline, pre-VSP session probes, and maintenance and generalization probes. Three of four participants’ data evidenced a functional relation between the VSP intervention and solving the targeted algebraic equations. Participants’ skills maintained to varying degrees. In addition, participants’ skills generalized to a similar but untaught equation type. Limitations and implications for future research and practice are discussed.
{"title":"Using Point-of-View Video Self-Prompting to Teach Algebra to Secondary Students With High-Incidence Disabilities","authors":"Tom J. Clees, Elias Clinton","doi":"10.1177/07419325241313342","DOIUrl":"https://doi.org/10.1177/07419325241313342","url":null,"abstract":"The present study evaluated the effectiveness of point-of-view video self-prompting (VSP), with narration, delivered via an iPad, in teaching four secondary students with high-incidence disabilities to solve algebraic equations requiring the use of the distributive property. Participants were taught to independently use an iPad to self-deliver video prompts of each of 30 steps required to solve the algebraic equations. A multiple probe across participants design was used to evaluate the effectiveness of the intervention. Dependent measures included the percentage of steps correct and the percentage of problems correct on novel problems during baseline, pre-VSP session probes, and maintenance and generalization probes. Three of four participants’ data evidenced a functional relation between the VSP intervention and solving the targeted algebraic equations. Participants’ skills maintained to varying degrees. In addition, participants’ skills generalized to a similar but untaught equation type. Limitations and implications for future research and practice are discussed.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"15 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143026646","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 : 2025-01-21DOI: 10.1177/07419325241310512
Elizabeth Bettini, Kathryn M. Meyer, Margaret O’Brien, Margaret Carroll, Hannah Morris Mathews
Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions regarding students’ belonging, their academic instructional roles, and their roles supporting students’ behavior. Tensions reflected ways schools were not oriented toward students’ strengths and support needs. Yet, teachers’ perspectives on tensions varied greatly. Grounded in humanizing perspectives on students, some teachers experienced tension with colleagues who resisted including students and honoring students’ support needs. Other teachers held deficit-based, legalistic views of students, which underlay their acceptance of (or even advocacy for) exclusion. Findings indicate the centrality of educators’ conceptions of disability for how they conceptualize and fulfill their roles in serving students with disabilities.
{"title":"Special Educators’ Experiences Navigating Tensions When Serving Students Labeled With Emotional/Behavioral Disorders","authors":"Elizabeth Bettini, Kathryn M. Meyer, Margaret O’Brien, Margaret Carroll, Hannah Morris Mathews","doi":"10.1177/07419325241310512","DOIUrl":"https://doi.org/10.1177/07419325241310512","url":null,"abstract":"Special educators often work in school contexts that are not oriented toward their students’ strengths and needs, resulting in tension–misalignment between their responsibility to students and their schools’ resources and expectations. Using grounded theory, we explored five teachers’ experiences of tension when serving students labeled with emotional/behavioral disorders in self-contained classes. We found teachers experienced tensions regarding students’ belonging, their academic instructional roles, and their roles supporting students’ behavior. Tensions reflected ways schools were not oriented toward students’ strengths and support needs. Yet, teachers’ perspectives on tensions varied greatly. Grounded in humanizing perspectives on students, some teachers experienced tension with colleagues who resisted including students and honoring students’ support needs. Other teachers held deficit-based, legalistic views of students, which underlay their acceptance of (or even advocacy for) exclusion. Findings indicate the centrality of educators’ conceptions of disability for how they conceptualize and fulfill their roles in serving students with disabilities.","PeriodicalId":48042,"journal":{"name":"Remedial and Special Education","volume":"73 1","pages":""},"PeriodicalIF":2.4,"publicationDate":"2025-01-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142991992","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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