Pub Date : 2025-05-15DOI: 10.1177/00144029251331861
Matthew C. Zajic, Juliette Gudknecht, Nancy S. McIntyre
Many autistic children receive special education services via Individualized Education Programs (IEPs) that include specific educational goals and needs. Prior research has examined programming options available to support autistic students, but less is known about their educational needs across academic and developmental educational goals. Additionally, existing approaches have often relied on small studies focused on describing individual goal areas. This study uses data from 551 families from across the United States with an autistic child in grades K-12 and latent class analysis to (a) identify latent, or underlying, subgroups based off multivariate response patterns across educational goals endorsed in six domains (reading, writing, math, language and communication, social skills, behavior), and (b) examine if demographic and developmental covariates predict latent class membership. We identified five latent classes: All Goals (40.49%); Autistic Characteristics (21.63%); Language, Literacy, and Autistic Characteristics (18.99%); Academic (13.94%); and Language and Communication (4.95%). Two covariates—percentage of time spent in general education and adaptive behavior—predicted differences in latent class membership. Findings offer a comprehensive examination into the heterogeneous educational needs of autistic school-age children. Our results emphasize the need for researchers and educators to understand the educational needs of autistic students beyond the presence of an IEP.
{"title":"Characterizing the Special Education Goals of Autistic Students: Latent Class Analysis With Demographic and Developmental Covariates","authors":"Matthew C. Zajic, Juliette Gudknecht, Nancy S. McIntyre","doi":"10.1177/00144029251331861","DOIUrl":"https://doi.org/10.1177/00144029251331861","url":null,"abstract":"Many autistic children receive special education services via Individualized Education Programs (IEPs) that include specific educational goals and needs. Prior research has examined programming options available to support autistic students, but less is known about their educational needs across academic and developmental educational goals. Additionally, existing approaches have often relied on small studies focused on describing individual goal areas. This study uses data from 551 families from across the United States with an autistic child in grades K-12 and latent class analysis to (a) identify latent, or underlying, subgroups based off multivariate response patterns across educational goals endorsed in six domains (reading, writing, math, language and communication, social skills, behavior), and (b) examine if demographic and developmental covariates predict latent class membership. We identified five latent classes: <jats:italic>All Goals</jats:italic> (40.49%); <jats:italic>Autistic Characteristics</jats:italic> (21.63%); <jats:italic>Language, Literacy, and Autistic Characteristics</jats:italic> (18.99%); <jats:italic>Academic</jats:italic> (13.94%); and <jats:italic>Language and Communication</jats:italic> (4.95%). Two covariates—percentage of time spent in general education and adaptive behavior—predicted differences in latent class membership. Findings offer a comprehensive examination into the heterogeneous educational needs of autistic school-age children. Our results emphasize the need for researchers and educators to understand the educational needs of autistic students beyond the presence of an IEP.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"92 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144066105","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 : 2025-05-09DOI: 10.1177/00144029251336213
Katherine E. Lewis, Erica N. Mason
There are two divergent perspectives about how best to understand and serve students with disabilities: Traditional Special Education and Disability Studies in Education. These fields represent distinct epistemological, theoretical, methodological, and pedagogical ways of understanding education for students with disabilities. Researchers, teachers, and teacher educators are faced with navigating these polarized fields while trying to articulate their own professional identity. Unfortunately, neither perspective alone addresses both the practicalities of navigating existing structures, policies, and practices, and the visionary anti-ableist ideals that will meaningfully address inequities for students with disabilities. In this conceptual paper we offer an alternative, a Critical Special Education framework, which represents the continuum between the two fields. We describe the siloing of Traditional Special Education and Disability Studies in Education, identify the need for an alternative, and outline the tenets of Critical Special Education. This framework leverages aspects of the existing special education structures to reduce harm in the here and now, while simultaneously striving toward the ideals of Disability Studies in Education and creating more just and humanizing education for students with disabilities.
{"title":"Critical Special Education: Navigating Special Education Realities and Working Toward the Ideals of Disability Studies in Education","authors":"Katherine E. Lewis, Erica N. Mason","doi":"10.1177/00144029251336213","DOIUrl":"https://doi.org/10.1177/00144029251336213","url":null,"abstract":"There are two divergent perspectives about how best to understand and serve students with disabilities: Traditional Special Education and Disability Studies in Education. These fields represent distinct epistemological, theoretical, methodological, and pedagogical ways of understanding education for students with disabilities. Researchers, teachers, and teacher educators are faced with navigating these polarized fields while trying to articulate their own professional identity. Unfortunately, neither perspective alone addresses both the practicalities of navigating existing structures, policies, and practices, and the visionary anti-ableist ideals that will meaningfully address inequities for students with disabilities. In this conceptual paper we offer an alternative, a Critical Special Education framework, which represents the continuum between the two fields. We describe the siloing of Traditional Special Education and Disability Studies in Education, identify the need for an alternative, and outline the tenets of Critical Special Education. This framework leverages aspects of the existing special education structures to reduce harm in the here and now, while simultaneously striving toward the ideals of Disability Studies in Education and creating more just and humanizing education for students with disabilities.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"30 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143930911","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 : 2025-04-22DOI: 10.1177/00144029251335241
Sultan Kilinc, Nikkia D. Borowski
This study examines three preschool educators’ perspectives and experiences implementing Spanish-English dual language bilingual education (DLBE) for young emergent multilinguals with disabilities (EMwDs) for the first time. Inclusive DLBE can provide both linguistic and disability-related support to EMwDs. However, several barriers, such as misconceptions about EMwDs’ bilingualism, the competing nature of educational support for disability and linguistic needs, and inadequate DLBE infrastructure, hinder their access to inclusive DLBE. Given the limited research conducted in DLBE for EMwDs, this study aims to contribute to this underexplored field. We used sociocultural theory and boundary crossing as theoretical frameworks to explore how educators’ new experiences implementing DLBE for EMwDs influenced their perspectives. This study took place in two developmental preschool DLBE classrooms located in an urban school district in Arizona. One bilingual lead teacher, one bilingual paraprofessional, and one monolingual paraprofessional, and their ten culturally, linguistically, and ability diverse students participated in this study. The primary data for this study consisted of 12 semi-structured interviews. The data were analyzed using a constant-comparative method as a recursive and iterative process. The findings revealed that educators’ perspectives evolved from concerns and uncertainty to recognizing benefits as they made sense of their new experiences. The last theme focused on educators’ perspectives and factors impacting the bilingualism of EMwDs. They observed all EMwDs’ developing bilingualism, particularly Spanish-dominant EMwDs. The duration of bilingual exposure and continuation of DLBE were described as some factors impacting EMwDs’ bilingualism.
{"title":"Preschool Educators’ Perspectives and Experiences Implementing Dual Language Bilingual Education for Emergent Multilinguals with Disabilities","authors":"Sultan Kilinc, Nikkia D. Borowski","doi":"10.1177/00144029251335241","DOIUrl":"https://doi.org/10.1177/00144029251335241","url":null,"abstract":"This study examines three preschool educators’ perspectives and experiences implementing Spanish-English dual language bilingual education (DLBE) for young emergent multilinguals with disabilities (EMwDs) for the first time. Inclusive DLBE can provide both linguistic and disability-related support to EMwDs. However, several barriers, such as misconceptions about EMwDs’ bilingualism, the competing nature of educational support for disability and linguistic needs, and inadequate DLBE infrastructure, hinder their access to inclusive DLBE. Given the limited research conducted in DLBE for EMwDs, this study aims to contribute to this underexplored field. We used sociocultural theory and boundary crossing as theoretical frameworks to explore how educators’ new experiences implementing DLBE for EMwDs influenced their perspectives. This study took place in two developmental preschool DLBE classrooms located in an urban school district in Arizona. One bilingual lead teacher, one bilingual paraprofessional, and one monolingual paraprofessional, and their ten culturally, linguistically, and ability diverse students participated in this study. The primary data for this study consisted of 12 semi-structured interviews. The data were analyzed using a constant-comparative method as a recursive and iterative process. The findings revealed that educators’ perspectives evolved from concerns and uncertainty to recognizing benefits as they made sense of their new experiences. The last theme focused on educators’ perspectives and factors impacting the bilingualism of EMwDs. They observed all EMwDs’ developing bilingualism, particularly Spanish-dominant EMwDs. The duration of bilingual exposure and continuation of DLBE were described as some factors impacting EMwDs’ bilingualism.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"71 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143862929","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 : 2025-03-19DOI: 10.1177/00144029251323745
Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius
{"title":"Existence and Persistence During Divisive and Uncertain Times","authors":"Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius","doi":"10.1177/00144029251323745","DOIUrl":"https://doi.org/10.1177/00144029251323745","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"51 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143653823","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 : 2025-03-17DOI: 10.1177/00144029251317014
Carly A. Roberts, Alison Wilhelm, Bailey Allred, Roxanne F. Hudson
Historically, research exploring the literacy experiences of learners with intellectual and developmental disabilities (IDD) has prioritized systematic, multicomponent instruction that emphasizes the development of traditional reading and writing skills. However, this approach may inadvertently facilitate literacy gatekeeping and limit opportunities for literacy learning that focuses on meaning making for students who do not demonstrate specific, conventional reading, writing, and communication skills. To explore conceptions of literacy beyond these traditional frameworks, in this interpretivist, qualitative study, we leveraged a multiliteracies framework and the concept of presumption of competence to interview 24 parents of elementary children with IDD to learn about their child’s literacy engagement, definitions of literacy, and family literacy practices. Our findings highlight how caregivers had traditional framings of literacy when describing their definition of literacy but went on to describe more expansive representations of literacy in their home literacy experiences. These activities went beyond traditional framings of literacy activities for learners with IDD and included: (a) communication and connection, (b) environmental access, (c) embracing music and the arts, and (d) culture and community. Implications for research and practice to improve literacy learning for students with IDD are discussed.
{"title":"Expanding Literacy: Caregiver Experiences With Literacy Engagement for Their Children With Intellectual and Developmental Disabilities","authors":"Carly A. Roberts, Alison Wilhelm, Bailey Allred, Roxanne F. Hudson","doi":"10.1177/00144029251317014","DOIUrl":"https://doi.org/10.1177/00144029251317014","url":null,"abstract":"Historically, research exploring the literacy experiences of learners with intellectual and developmental disabilities (IDD) has prioritized systematic, multicomponent instruction that emphasizes the development of traditional reading and writing skills. However, this approach may inadvertently facilitate literacy gatekeeping and limit opportunities for literacy learning that focuses on meaning making for students who do not demonstrate specific, conventional reading, writing, and communication skills. To explore conceptions of literacy beyond these traditional frameworks, in this interpretivist, qualitative study, we leveraged a multiliteracies framework and the concept of presumption of competence to interview 24 parents of elementary children with IDD to learn about their child’s literacy engagement, definitions of literacy, and family literacy practices. Our findings highlight how caregivers had traditional framings of literacy when describing their definition of literacy but went on to describe more expansive representations of literacy in their home literacy experiences. These activities went beyond traditional framings of literacy activities for learners with IDD and included: (a) communication and connection, (b) environmental access, (c) embracing music and the arts, and (d) culture and community. Implications for research and practice to improve literacy learning for students with IDD are discussed.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"183 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143640751","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: 10.1177/00144029251317029
Amanda L. Miller, Mary Curran Mansouri, Lindsay C. Ruther, Jennifer A. Kurth, Mary E. Morningstar, Samantha Gross Toews, Courtney L. Wilt, Marco Andreoli
The purpose of this study, grounded in rightful presence and disability studies in education, was to examine contextual factors and teacher candidates’ agentic moves when transforming schools towards inclusive education, particularly for students with complex support needs. A critical phenomenological design was used focusing on 11 teacher candidates who were concurrently teaching and pursuing a master's in special education. Narrative analysis yielded the following themes: signifying spatiality, identifying gatekeeping, and mitigating control. Implications for research and practice are discussed, which together form a roadmap for future policy development. This study illuminates the challenges, complexities, and possibilities when disrupting (or attempting to disrupt) beliefs, policies, and practices that inherently repress students with complex support needs.
{"title":"Rightful Presence? Teacher Candidates Navigating Inclusive Education for Youth With Complex Support Needs","authors":"Amanda L. Miller, Mary Curran Mansouri, Lindsay C. Ruther, Jennifer A. Kurth, Mary E. Morningstar, Samantha Gross Toews, Courtney L. Wilt, Marco Andreoli","doi":"10.1177/00144029251317029","DOIUrl":"https://doi.org/10.1177/00144029251317029","url":null,"abstract":"The purpose of this study, grounded in rightful presence and disability studies in education, was to examine contextual factors and teacher candidates’ agentic moves when transforming schools towards inclusive education, particularly for students with complex support needs. A critical phenomenological design was used focusing on 11 teacher candidates who were concurrently teaching and pursuing a master's in special education. Narrative analysis yielded the following themes: signifying spatiality, identifying gatekeeping, and mitigating control. Implications for research and practice are discussed, which together form a roadmap for future policy development. This study illuminates the challenges, complexities, and possibilities when disrupting (or attempting to disrupt) beliefs, policies, and practices that inherently repress students with complex support needs.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"37 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-03-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143607833","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 : 2025-02-21DOI: 10.1177/00144029251318568
Jennifer A. Freeman
This study leverages the Texas Statewide Longitudinal Data System to examine the characteristics of community college students with non-apparent disabilities who access disability accommodations, including students with learning disabilities (LD), other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). Additionally, it explores the association between accessing accommodations, the timing of initial access, and the completion of certificates, associate degrees, and vertical transfers. The analysis includes eight cohorts of students who graduated from Texas public high schools between the 2006–2007 and 2013–2014 academic years, representing approximately 28,840 students. Findings reveal that students with LD and OHI consistently show a higher likelihood of degree completion and vertical transfers when they access accommodations, regardless of which semester these supports are initially accessed. Conversely, no significant association exists between accessing accommodations and completion outcomes for students with EBD. For students with ASD, those who delay accessing accommodations until their fourth semester or beyond are less likely to complete a degree or transfer. The findings underscore the need for timely and appropriate accommodations to support academic success and highlight the importance of policies and practices that ensure equitable access to these supports.
{"title":"Accommodating Success: Examining the Effects of Accessing Accommodations on Degree Completion Among Community College Students With Non-Apparent Disabilities","authors":"Jennifer A. Freeman","doi":"10.1177/00144029251318568","DOIUrl":"https://doi.org/10.1177/00144029251318568","url":null,"abstract":"This study leverages the Texas Statewide Longitudinal Data System to examine the characteristics of community college students with non-apparent disabilities who access disability accommodations, including students with learning disabilities (LD), other health impairments (OHI), emotional and behavioral disorders (EBD), and autism spectrum disorder (ASD). Additionally, it explores the association between accessing accommodations, the timing of initial access, and the completion of certificates, associate degrees, and vertical transfers. The analysis includes eight cohorts of students who graduated from Texas public high schools between the 2006–2007 and 2013–2014 academic years, representing approximately 28,840 students. Findings reveal that students with LD and OHI consistently show a higher likelihood of degree completion and vertical transfers when they access accommodations, regardless of which semester these supports are initially accessed. Conversely, no significant association exists between accessing accommodations and completion outcomes for students with EBD. For students with ASD, those who delay accessing accommodations until their fourth semester or beyond are less likely to complete a degree or transfer. The findings underscore the need for timely and appropriate accommodations to support academic success and highlight the importance of policies and practices that ensure equitable access to these supports.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"82 2 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143470629","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 : 2025-01-24DOI: 10.1177/00144029241312777
Hyejung Kim, Mack Ottens, Matthew Jacob, Xingye Qiao
Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11th grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.
{"title":"Examining STEM Preferences in Autistic Students: The Role of Contextual Support, Self-Efficacy, and Outcome Expectations","authors":"Hyejung Kim, Mack Ottens, Matthew Jacob, Xingye Qiao","doi":"10.1177/00144029241312777","DOIUrl":"https://doi.org/10.1177/00144029241312777","url":null,"abstract":"Over recent decades, there has been a significant increase in postsecondary STEM education among autistic individuals. Using data from the High School Longitudinal Study of 2009, this study examined the STEM pathways of autistic students, emphasizing key determinants like proximal context, self-efficacy, and outcome expectations within the framework of social cognitive theory. The results revealed that despite a lower college attendance rate, autistic students displayed a pronounced inclination for STEM majors, particularly in the fields of science, engineering, and mathematics. Notably, autistic students who pursue higher education tend to exhibit increased levels of self-efficacy and anticipate more positive outcomes within STEM disciplines. However, the levels of both constructs in mathematics had decreased by the 11<jats:sup>th</jats:sup> grade. Nonetheless, STEM self-efficacy played a significant role in influencing outcome expectations and major choices, with this relationship being more pronounced among autistic students. For autistic students, their choice of a STEM major was influenced by their self-efficacy, as well as factors like race and gender. On the other hand, for non-autistic students, their proximal context was an additional determinant in their decision. Insights gained from this research can inform educational strategies aimed at facilitating the participation of autistic individuals in postsecondary STEM education and related career paths.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"19 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2025-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143030916","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 : 2024-12-18DOI: 10.1177/00144029241303051
David J. Connor, Scot Danforth, Deborah Gallagher
The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have refined school and classroom-based practices so that the majority of students with disabilities, with few exceptions, can achieve inclusion. In this paper we emphasize the importance of maintaining an optimistic focus on inclusive education by (1) foregrounding the thinking of activists within the Disability Rights Movement and more recent disability collectives that undergird theories of disability justice and inclusion; (2) centering intersectional experiences of disability; (3) clarifying the intentions of inclusion and dispelling some lingering myths; and (4) describing ways that inclusive classrooms can best serve students with mild to complex and multiple support needs. We conclude with a request to our field to reflect upon and consider Special Education's evolving role in ongoing collaborative development of inclusive education.
30多年来，将接受特殊教育服务的残疾学生纳入普通教育班一直是教育的一个组成部分。这是一项持续发展的世界性运动。然而，一些特殊教育研究人员仍然对包容性持高度批评，甚至是愤世嫉俗的态度，尽管几十年来的研究已经改进了学校和课堂上的实践，使大多数残疾学生，除了少数例外，都能实现包容性。在本文中，我们强调了保持对全纳教育的乐观关注的重要性，方法如下：(1)强调了残疾人权利运动（Disability Rights Movement）活动家和最近的残疾人团体的思想，这些思想是残疾人正义和包容理论的基础；(2)以残障交叉体验为中心；(3)澄清包容的意图，破除一些挥之不去的迷思；(4)描述包容性课堂如何最好地服务于有轻微到复杂和多重支持需求的学生。最后，我们要求我们的领域反思和考虑特殊教育在全纳教育的持续合作发展中不断发展的作用。
{"title":"An Open Letter to the Field: Contemplating Special Education's Collaborative Role in Developing Inclusive Education","authors":"David J. Connor, Scot Danforth, Deborah Gallagher","doi":"10.1177/00144029241303051","DOIUrl":"https://doi.org/10.1177/00144029241303051","url":null,"abstract":"The inclusion of students with disabilities with special education services into general education classes has been an integral part of education for over 3 decades. It is a worldwide movement that continues to grow. Yet, some Special Education researchers remain highly critical, even cynical, of inclusion, despite decades of research that have refined school and classroom-based practices so that the majority of students with disabilities, with few exceptions, can achieve inclusion. In this paper we emphasize the importance of maintaining an optimistic focus on inclusive education by (1) foregrounding the thinking of activists within the Disability Rights Movement and more recent disability collectives that undergird theories of disability justice and inclusion; (2) centering intersectional experiences of disability; (3) clarifying the intentions of inclusion and dispelling some lingering myths; and (4) describing ways that inclusive classrooms can best serve students with mild to complex and multiple support needs. We conclude with a request to our field to reflect upon and consider Special Education's evolving role in ongoing collaborative development of inclusive education.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"20 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142849101","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 : 2024-12-16DOI: 10.1177/00144029241302399
Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius
{"title":"Deeping the Commitment to Our Editorial Vision and Recognizing Areas for Comprehensive Reform in Special Education","authors":"Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sulivan, Kathleen King Thorius","doi":"10.1177/00144029241302399","DOIUrl":"https://doi.org/10.1177/00144029241302399","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"1 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2024-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142831923","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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