Pub Date : 2023-12-28DOI: 10.1177/00144029231220311
Hannah Mathews, Kristabel Stark, Nathan D. Jones, Courtney Bell
As instructional leaders, principals establish a vision of effective instruction in their schools and support that vision through evaluation and development efforts. Thus, their beliefs about instruction in special education may have direct consequences for special educators and their students. Though research suggests principals lack experience and knowledge regarding special education, few studies explore these beliefs in action. Informed by Kennedy's theory of working knowledge, we used two distinct interview methods to tap into principals’ expressed beliefs and beliefs in use when evaluating special education teachers. Findings crack open the “black box” of principals’ working knowledge to highlight how underlying beliefs regarding the purpose of special education and students, teaching, and learning drove principals’ visions of instructional quality more than specific practices did. We end by highlighting implications regarding how to best support school leaders in fostering effective teaching for students with disabilities and next steps for research.
{"title":"Surfacing Principals’ Beliefs About Instruction for Students With Disabilities: A Qualitative Analysis","authors":"Hannah Mathews, Kristabel Stark, Nathan D. Jones, Courtney Bell","doi":"10.1177/00144029231220311","DOIUrl":"https://doi.org/10.1177/00144029231220311","url":null,"abstract":"As instructional leaders, principals establish a vision of effective instruction in their schools and support that vision through evaluation and development efforts. Thus, their beliefs about instruction in special education may have direct consequences for special educators and their students. Though research suggests principals lack experience and knowledge regarding special education, few studies explore these beliefs in action. Informed by Kennedy's theory of working knowledge, we used two distinct interview methods to tap into principals’ expressed beliefs and beliefs in use when evaluating special education teachers. Findings crack open the “black box” of principals’ working knowledge to highlight how underlying beliefs regarding the purpose of special education and students, teaching, and learning drove principals’ visions of instructional quality more than specific practices did. We end by highlighting implications regarding how to best support school leaders in fostering effective teaching for students with disabilities and next steps for research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"238 7","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139152805","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 : 2023-12-21DOI: 10.1177/00144029231220307
Marah Sutherland, Derek B. Kosty, Taylor Lesner, Joanna Hermida, K. Smolkowski, Christian T. Doabler, Ben Clarke
The effectiveness of Tier 2 interventions may depend on the variability of student skills within an intervention group. We investigated the effect of pretest variability within intervention groups using data from a large-scale study of ROOTS, a Tier 2 kindergarten mathematics intervention. Our research questions were as follows: Does mathematics pretest variability within ROOTS groups predict student gains from the intervention, and is this relationship moderated by (a) intervention group size (two- vs. five-student groups), (b) quality of explicit instruction, or (c) group-level initial skill? We found that ROOTS groups with greater pretest variability on a closely aligned mathematics measure experienced smaller gains from the intervention. This association was more impactful in larger intervention groups (i.e., five-student groups compared with two-student groups) and in groups with higher quality of explicit instruction. We unpack these findings and conclude with recommendations for practice and future research.
{"title":"Does Variability Within Tier 2 Mathematics Intervention Groups Affect Students’ Response to Intervention?","authors":"Marah Sutherland, Derek B. Kosty, Taylor Lesner, Joanna Hermida, K. Smolkowski, Christian T. Doabler, Ben Clarke","doi":"10.1177/00144029231220307","DOIUrl":"https://doi.org/10.1177/00144029231220307","url":null,"abstract":"The effectiveness of Tier 2 interventions may depend on the variability of student skills within an intervention group. We investigated the effect of pretest variability within intervention groups using data from a large-scale study of ROOTS, a Tier 2 kindergarten mathematics intervention. Our research questions were as follows: Does mathematics pretest variability within ROOTS groups predict student gains from the intervention, and is this relationship moderated by (a) intervention group size (two- vs. five-student groups), (b) quality of explicit instruction, or (c) group-level initial skill? We found that ROOTS groups with greater pretest variability on a closely aligned mathematics measure experienced smaller gains from the intervention. This association was more impactful in larger intervention groups (i.e., five-student groups compared with two-student groups) and in groups with higher quality of explicit instruction. We unpack these findings and conclude with recommendations for practice and future research.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"54 6","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138948691","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 : 2023-12-19DOI: 10.1177/00144029231220303
Marie L. Wagner, Kylene Cosand, Alison L. Zagona, Betsie J. Malone
As more schools adopt inclusive practices, the need for schools to understand how students perceive these practices grows. The current study explores K–12 students’ perceptions of co-teaching through a systematic review and thematic analysis of the literature. Through an analysis of quantitative, qualitative, and mixed-methods research from journals and dissertations, this review shows the importance of attending to contextual variables surrounding co-teaching and how these may serve as mediating factors for students’ perceptions. Using an open-ended date range for studies and including gray literature allowed for robust findings that synthesize comprehensively how students view co-teaching. Key findings include students’ perceived success academically and preference for co-teaching. Additionally, results indicated a pattern of students’ negative perceptions of co-teaching when teachers experienced many professional demands. However, the lack of reported socially constructed contextual variables, such as race and gender, limited insights into how students make meaning of co-teaching. On the basis of these findings, we discuss implications for research, policy, and practice.
{"title":"Students’ Perceptions of Instruction in Co-Teaching Classrooms: A Systematic Literature Review and Thematic Analysis","authors":"Marie L. Wagner, Kylene Cosand, Alison L. Zagona, Betsie J. Malone","doi":"10.1177/00144029231220303","DOIUrl":"https://doi.org/10.1177/00144029231220303","url":null,"abstract":"As more schools adopt inclusive practices, the need for schools to understand how students perceive these practices grows. The current study explores K–12 students’ perceptions of co-teaching through a systematic review and thematic analysis of the literature. Through an analysis of quantitative, qualitative, and mixed-methods research from journals and dissertations, this review shows the importance of attending to contextual variables surrounding co-teaching and how these may serve as mediating factors for students’ perceptions. Using an open-ended date range for studies and including gray literature allowed for robust findings that synthesize comprehensively how students view co-teaching. Key findings include students’ perceived success academically and preference for co-teaching. Additionally, results indicated a pattern of students’ negative perceptions of co-teaching when teachers experienced many professional demands. However, the lack of reported socially constructed contextual variables, such as race and gender, limited insights into how students make meaning of co-teaching. On the basis of these findings, we discuss implications for research, policy, and practice.","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":" 2","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138961538","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 : 2023-12-18DOI: 10.1177/00144029231219344
Kathleen A. K. Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
{"title":"Editorial Perspectives on Critical Issues Affecting Special Education to be Addressed by Exceptional Children","authors":"Kathleen A. K. Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan","doi":"10.1177/00144029231219344","DOIUrl":"https://doi.org/10.1177/00144029231219344","url":null,"abstract":"","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":" 41","pages":"100 - 109"},"PeriodicalIF":2.8,"publicationDate":"2023-12-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138963402","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 : 2023-10-01DOI: 10.1177/00144029231196264
Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan
For over 75 years, Exceptional Children (EC) has been a beacon for special education scholars, practitioners, and policymakers concerned with educational and social access, participation, and outcomes for youth with disabilities. Through our personal and professional experiences, we have engaged with EC’s rich contributions to equitable and inclusive special education and are hopeful and excited to serve as editors for the next 4 years. We will continue to ensure that EC addresses critical issues affecting children, youth, and adults with disabilities across educational settings by situating responsive, highquality education as an issue of educational justice and emphasizing the equity-oriented foundations and ongoing commitments of the special education field. We are deeply committed and have the track record to demonstrate our collective efforts and impacts creating equitable, just education systems for students with disabilities at the nexus of research, policy, and practice. Our vision for EC over the next 4 years is to ensure equitable educational access, participation, and outcomes for children and youth with disabilities by expanding educational partners’ capacities to provide robust, effective opportunities to learn for all students, with an emphasis on students with disabilities. Our vision is directly aligned with the Council for Exceptional Children’s mission of cultivating, supporting, and empowering education professionals who work with individuals with disabilities. Broadly, and from our respective social and professional locations, we will continue the work of previous editors Drs. William Therrien and John Willis Lloyd by positioning EC as a leading venue for dialogue around critical issues in the field of special education. We express our sincere appreciation to Bill and John for their leadership and for their supportive welcome of us into our new roles. Specific to our editorial vision, we will elicit high-quality scholarship from leading and exemplary scholars at all stages of their career who bring strong interdisciplinary perspectives, in recognition that the field of special education is first and foremost an educational and social discipline. We encourage submission of research articles that apply quantitative, qualitative, and mixed methods, along with other scholarly forms. Together, our vision and the mission of CEC can inform the future of EC in ways that take a purposeful stance in extending the journal’s current aim to publish “reports of research and analyses that examine and advance education and development of infants, toddlers, children, youth, and adults with exceptionalities” (https://journals. sagepub.com/author-instructions/ecx). As our nation continues to respond to the ongoing injustices and a deadly pandemic, students, families, and educators grapple with recovery from the most widespread disruption of public education and services for children with disabilities in recent history. Furthermore, the myriad ef
{"title":"Introduction to the New Editors of <i>Exceptional Children:</i> The Editorial Vision of the New Team","authors":"Kathleen King Thorius, Endia J. Lindo, Patricia Martínez-Álvarez, Amanda L. Sullivan","doi":"10.1177/00144029231196264","DOIUrl":"https://doi.org/10.1177/00144029231196264","url":null,"abstract":"For over 75 years, Exceptional Children (EC) has been a beacon for special education scholars, practitioners, and policymakers concerned with educational and social access, participation, and outcomes for youth with disabilities. Through our personal and professional experiences, we have engaged with EC’s rich contributions to equitable and inclusive special education and are hopeful and excited to serve as editors for the next 4 years. We will continue to ensure that EC addresses critical issues affecting children, youth, and adults with disabilities across educational settings by situating responsive, highquality education as an issue of educational justice and emphasizing the equity-oriented foundations and ongoing commitments of the special education field. We are deeply committed and have the track record to demonstrate our collective efforts and impacts creating equitable, just education systems for students with disabilities at the nexus of research, policy, and practice. Our vision for EC over the next 4 years is to ensure equitable educational access, participation, and outcomes for children and youth with disabilities by expanding educational partners’ capacities to provide robust, effective opportunities to learn for all students, with an emphasis on students with disabilities. Our vision is directly aligned with the Council for Exceptional Children’s mission of cultivating, supporting, and empowering education professionals who work with individuals with disabilities. Broadly, and from our respective social and professional locations, we will continue the work of previous editors Drs. William Therrien and John Willis Lloyd by positioning EC as a leading venue for dialogue around critical issues in the field of special education. We express our sincere appreciation to Bill and John for their leadership and for their supportive welcome of us into our new roles. Specific to our editorial vision, we will elicit high-quality scholarship from leading and exemplary scholars at all stages of their career who bring strong interdisciplinary perspectives, in recognition that the field of special education is first and foremost an educational and social discipline. We encourage submission of research articles that apply quantitative, qualitative, and mixed methods, along with other scholarly forms. Together, our vision and the mission of CEC can inform the future of EC in ways that take a purposeful stance in extending the journal’s current aim to publish “reports of research and analyses that examine and advance education and development of infants, toddlers, children, youth, and adults with exceptionalities” (https://journals. sagepub.com/author-instructions/ecx). As our nation continues to respond to the ongoing injustices and a deadly pandemic, students, families, and educators grapple with recovery from the most widespread disruption of public education and services for children with disabilities in recent history. Furthermore, the myriad ef","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134935332","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 : 2023-04-19DOI: 10.1177/00144029231167183
Kristen Bottema-Beutel, Shannon Crowley LaPoint, So Yoon Kim, Sarah Mohiuddin, Qun Yu, Rachael McKinnon
In this secondary analysis of a previously conducted systematic review, we analyze social validity assessments in intervention research for transition-age autistic youth. Social validity is concern...
{"title":"A Systematic Review of Social Validation Procedures in Intervention Research With Transition-Age Autistic Youth","authors":"Kristen Bottema-Beutel, Shannon Crowley LaPoint, So Yoon Kim, Sarah Mohiuddin, Qun Yu, Rachael McKinnon","doi":"10.1177/00144029231167183","DOIUrl":"https://doi.org/10.1177/00144029231167183","url":null,"abstract":"In this secondary analysis of a previously conducted systematic review, we analyze social validity assessments in intervention research for transition-age autistic youth. Social validity is concern...","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"43 20","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50165915","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 : 2023-04-05DOI: 10.1177/00144029231165505
Jason C. Chow, Jennifer R. Ledford, Sienna Windsor, Paige Bennett
The purpose of this study is to present a set of empirically derived effect size distributions in order to provide field-based benchmarks for assessing the relative effects of interventions aimed a...
本研究的目的是提出一组经验推导的效应大小分布，以便为评估旨在…
{"title":"Empirically Derived Single-Case-Design Effect Size Distributions of Engagement and Challenging Behavior in Early Childhood Research","authors":"Jason C. Chow, Jennifer R. Ledford, Sienna Windsor, Paige Bennett","doi":"10.1177/00144029231165505","DOIUrl":"https://doi.org/10.1177/00144029231165505","url":null,"abstract":"The purpose of this study is to present a set of empirically derived effect size distributions in order to provide field-based benchmarks for assessing the relative effects of interventions aimed a...","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"13 8","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166184","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 : 2023-02-12DOI: 10.1177/00144029221150801
Jessica R. Toste, Jessica A. R. Logan, Karrie A. Shogren, Brian A. Boyd
Group design research studies can provide evidence to draw conclusions about what works, for whom, and under what conditions in special education. The quality indicators introduced by Gersten and c...
{"title":"The Next Generation of Quality Indicators for Group Design Research in Special Education","authors":"Jessica R. Toste, Jessica A. R. Logan, Karrie A. Shogren, Brian A. Boyd","doi":"10.1177/00144029221150801","DOIUrl":"https://doi.org/10.1177/00144029221150801","url":null,"abstract":"Group design research studies can provide evidence to draw conclusions about what works, for whom, and under what conditions in special education. The quality indicators introduced by Gersten and c...","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"53 36","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-02-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166443","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 : 2023-01-31DOI: 10.1177/00144029221148784
Tammy Kolbe, Elizabeth Dhuey, Sara Menlove Doutre
The formula used to allocate federal funding to states for special education is one of IDEA's most critical components. The formula serves as the primary mechanism for dividing available federal do...
{"title":"Unequal and Increasingly Unfair: How Federal Policy Creates Disparities in Special Education Funding","authors":"Tammy Kolbe, Elizabeth Dhuey, Sara Menlove Doutre","doi":"10.1177/00144029221148784","DOIUrl":"https://doi.org/10.1177/00144029221148784","url":null,"abstract":"The formula used to allocate federal funding to states for special education is one of IDEA's most critical components. The formula serves as the primary mechanism for dividing available federal do...","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"57 1","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166532","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 : 2023-01-04DOI: 10.1177/00144029221145195
Bryan G. Cook, Wilhelmina van Dijk, Isabel Vargas, Susan M. Aigotti, Jesse I. Fleming, Sean D. McDonald, Cassidi L. Richmond, Lindsay M. Griendling, Alan S. McLucas, Rachelle M. Johnson
Open practices, such as preregistration, registered reports, open materials, open data, open analytic code, replication, open peer review, open access, and conflict-of-interest and funding statemen...
{"title":"A Targeted Review of Open Practices in Special Education Publications","authors":"Bryan G. Cook, Wilhelmina van Dijk, Isabel Vargas, Susan M. Aigotti, Jesse I. Fleming, Sean D. McDonald, Cassidi L. Richmond, Lindsay M. Griendling, Alan S. McLucas, Rachelle M. Johnson","doi":"10.1177/00144029221145195","DOIUrl":"https://doi.org/10.1177/00144029221145195","url":null,"abstract":"Open practices, such as preregistration, registered reports, open materials, open data, open analytic code, replication, open peer review, open access, and conflict-of-interest and funding statemen...","PeriodicalId":48164,"journal":{"name":"Exceptional Children","volume":"55 18","pages":""},"PeriodicalIF":2.8,"publicationDate":"2023-01-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50166539","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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