-
Critical Review of Special Needs Education Provision in Malaysia: Discussing Significant Issues and Challenges Faced International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-19 Hamza Alshoura
ABSTRACT This article provides a critical review and analysis of literature on the development of Malaysians’ special needs education provision (SNEP) for adults and young children with disabilities (AYCWD). Specifically, it highlights the emergence and development of special education practices and services as well as the providers of these programs within the context of Malaysia. The significant
-
Psychometric properties of the Psychopathology in Autism Checklist (PAC) International Journal of Developmental Disabilities (IF 0.8) Pub Date : 2021-04-19 Sissel Berge Helverschou, Linn Beate Ludvigsen, Oddbjørn Hove, Arvid Nikolai Kildahl
Psychiatric disorders in individuals with co-occurring autism spectrum disorders (ASD) and intellectual disability (ID) are common, but diagnosis presents many challenges. The Psychopathology in Autism checklist (PAC) is among the very few instruments specifically developed for this group of individuals. The psychometric properties of the PAC (i.e. criterion validity, specificity, sensitivity and predictive
-
The complexity of early diagnostic decision making: A follow-up study of young children with language difficulties Autism & Developmental Language Impairments Pub Date : 2021-04-19 Rianne Jansen, Jarymke Maljaars, Inge Zink, Jean Steyaert, Ilse Noens
Background & aims Due to the complexity of early diagnostic decision making, we examined the predictive value of an early diagnostic classification and early abilities on later best estimate diagnosis for 22 clinically referred children with language difficulties. Methods and procedures Four years after initial evaluation (Time 1), the clinical files of these children were reviewed. A best-estimate
-
Training Preservice Practitioners to Make Data-Based Instructional Decisions J. Behav. Educ. (IF 0.894) Pub Date : 2021-04-16 Katie Wolfe, Meka N. McCammon, Lauren M. LeJeune, Ashley K. Holt
Adapting interventions based on learner progress is paramount to the effectiveness of interventions in special education and applied behavior analysis. Although there is some research on effective methods for training practitioners to make general instructional decisions (e.g., modify an intervention) based on graphed performance data, research on training individuals to make specific decisions (e
-
Social Robots for Joint Attention Development in Autism Spectrum Disorder: A Systematic Review International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-15 Sunagül Sani-Bozkurt, Gulden Bozkus-Genc
ABSTRACT With technological developments in the 21st century, robot applications have proven to be beneficial in providing some opportunities to help with teaching numerous skills such as joint attention and social skills to children with Autism Spectrum Disorder (ASD). However, in the studies investigating the effects of robots on joint attention (JA) in children with ASD, contradictory results were
-
The Influence of Parental Characteristics on Parental Involvement in Programs for Students with Intellectual Disabilities International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-15 Mubarak Aldosari
ABSTRACT Parental involvement is considered to be a key element in the success of programs for children with intellectual disabilities (ID). This study investigated parental involvement in school- and home-based activities within a sample of parents of students with ID. The effects of parents’ demographic characteristics on parental involvement were also investigated. The sample consisted of 208 parents
-
The Effect of Peer Mentoring on Mentors Themselves: A Case Study of College Students International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-15 Miri Krisi, Revital Nagar
ABSTRACT The number of students with disabilities attending higher education has been soaring. Support centres in the institutions provide assistance in the form of assistive technologies, private tutoring, meetings with counsellors, and workshops. Still, many students express lack of confidence and low self-esteem that extend beyond the academic sphere into their personal and social life. Using qualitative
-
Leadership Opportunities for Students with Disabilities in Co-Curriculum Activities: Insights and Implications International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-15 King Lok Tan, Donnie Adams
ABSTRACT The leadership opportunities for students with disabilities are dependent on school leaders and teachers as they are advocates and provide natural support in fostering their leadership development. However, the leadership opportunities for students with disabilities remain relatively overlooked. Students with disabilities have a right to participate and lead in the co-curriculum activities
-
The Twisting Road to Access to Higher Education for People with Disabilities in Spain International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-15 Juan Manuel García González, Sonia Gutiérrez Gómez-Calcerrada, Eva Solera Hernández, Sergio Rios-Aguilar
ABSTRACT Spanish legislation obliges the public administration to ensure equal opportunities and support for access to higher education for people with disabilities. This work has one central goal: to analyse and understand the causes for the potential inequality for people with disabilities in accessing higher education in Spain and the barriers they encounter during their academic life. This paper
-
How are intense interests used within schools to support inclusion and learning for secondary-aged autistic pupils? A scoping review European Journal of Special Needs Education (IF 1.184) Pub Date : 2021-04-16 Roseanna Tansley, Sarah Parsons, Hanna Kovshoff
ABSTRACT Approximately 1.3% (42,555 pupils) of secondary school pupils in England are autistic and there are numerous reports of poor academic and social experiences among this group. The intense interests that form part of an autism diagnosis relate to an increased focus on specific topics or objects and are reported to positively impact learning when effectively embedded into teaching. However, there
-
Effective Strategies for Students with Emotional and Behavioral Disorders Beyond Behavior Pub Date : 2021-04-15 Paul Mooney, Joseph B. Ryan
Students with emotional and behavioral disorders (EBD) experience a combination of academic and social-emotional-behavioral deficits in comparison to their peers. This is why focusing on comprehensive support programs for students with EBD is a logical approach for school-based professionals who work with this population. This first issue of Beyond Behavior’s 30th volume encompasses six articles that
-
CCBD’s Position Summary on the Use of Physical Restraint Procedures in Educational Settings Beyond Behavior Pub Date : 2021-04-15 Council for Children with Behavioral Disorders
This document provides policy recommendations of the Council for Children with Behavioral Disorders (CCBD) regarding the use of physical restraint procedures in educational settings. It includes (a) an introduction with definitions of terminology; (b) a discussion of the problems with the use of physical restraint, policy on this topic, and the lack of research; (c) a Declaration of Principles; and
-
Counteracting Bias and Advancing Justice in Early Childhood Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-16 Maggie Beneke, Sheresa Boone Blanchard, Megan Vinh, Erin E. Barton
All young children have the right to early learning opportunities in which they are positioned to learn, grow, and participate as valued members of their families, programs, and communities. However, substantial societal inequities directly impact access to equitable education for all children. Young children navigate social worlds in which racism, ableism, and many other intersecting oppressions operate
-
Introduction to Volume 44.2 of the Learning Disability Quarterly Learning Disability Quarterly (IF 1.25) Pub Date : 2021-04-15 Diane Pedrotty Bryant
Dr. Dake Zhang is the guest editor of Part 2 of the special series which is a continuation of Part 1 (44:1) on geometry. According to the National Mathematics Advisory Panel (NMAP, 2008), proficiency with aspects of geometry should be understood as the “Critical Foundations of Algebra” (p. 18). Readers may wish to review the Part 1 papers of this special series published in 44:1 to revisit critical
-
Can judo experience, somatic maturation, growth and physical capacities discriminate young judo athletes from different competitive levels? High Ability Studies (IF 0.714) Pub Date : 2021-04-15 Daniele Detanico, Rafael L. Kons, Raul Canestri, Maicon Albuquerque
ABSTRACT This study aimed to analyze whether judo experience, somatic maturation, growth, and physical capacities discriminate young judo athletes from different competitive levels (state and national). Sixty-six young male judo athletes (36 from state and 30 from national level) participated in this study, divided from the annual competitive season. The assessments were performed in two stages separated
-
Understanding the Characteristics and Predictors of Student Involvement in IEP Meetings The Journal of Special Education (IF 1.732) Pub Date : 2021-04-15 Kelli A. Sanderson, Samantha E. Goldman
Individualized Education Program (IEP) meetings are an important component of special education; however, few students actually attend and meaningfully participate in their meetings. Using a large-scale national survey, this study examined student attendance and participation at IEP meetings, and the predictors of these outcomes. Respondents included 1,183 parents of students with disabilities across
-
Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review Gift. Child Q. (IF 2.14) Pub Date : 2021-04-15 Melanie S. Meyer, Anne N. Rinn
Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability
-
Changes in the social-emotional functioning of young children with a significant cognitive and motor developmental delay across a two-year period International Journal of Developmental Disabilities (IF 0.8) Pub Date : 2021-04-13 Ines Van keer, Sien Vandesande, Ann Dhondt, Bea Maes
Children with a significant cognitive and motor developmental delay (SDD) are vulnerable for the development of (future) behavioral and mental health problems. To support children within this target group, knowledge on their social-emotional development is necessary. Therefore, in this paper, an explorative assessment of the changes in the social-emotional functioning of children with SDD over a two-year
-
Initial Evaluation Practices: A Survey of Early Childhood Personnel Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-14 Elizabeth A. Steed, Rachel Stein
We surveyed early childhood personnel to explore reported practices during the initial evaluation of young children for early intervention or preschool special education. One hundred early childhood personnel participated. Overall, reported evaluation practices and processes matched recommended practices and met legal guidelines, including gathering information from a variety of sources and the use
-
A Systematic Review of Parent–Child Shared Book Reading Interventions for Infants and Toddlers Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-14 Ciera M. Lorio, Abigail D. Delehanty, Mollie K. Romano
Parents are encouraged to read to their children as early as possible. Multiple studies of parent–child shared book reading with children ages 3 years and older have shown positive outcomes on parent use of language-based strategies and child language development. However, few studies have included children under the age of 3; thus, little is known about interventions for parent–child shared book reading
-
Diverse Experiences Lead to a Career in Applied Research: A Conversation With Ann Daunic Interv. School Clin. (IF 0.86) Pub Date : 2021-04-14 Megan R. Worth, Daniel V. Poling
Dr. Ann P. Daunic is an emeritus scholar in the School of Special Education, School of Psychology, and Early Childhood Studies in the College of Education at the University of Florida (UF). A graduate of Ohio Wesleyan University, she has a PhD in special education from UF and an MS in psychology from Tufts University.
-
EHCP Implementation in the Early Years: constrictions and possibilities Support for Learning Pub Date : 2021-04-13 Hazel Richards
In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level‐3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles
-
Caregivers’ perceptions and experience of caring for persons with Down syndrome in Kuwait: a qualitative study International Journal of Developmental Disabilities (IF 0.8) Pub Date : 2021-04-13 Amna AlShatti, Dana AlKandari, Hessa AlMutairi, Dalal AlEbrahim, Abdullah AlMutairi, Danah AlAnsari, Lulwa Abduljaleel, Hassna AlEnzi, Latifa AlFoudari, Hamad AlShaib, Khalid AlAzmi, Jamil Ahmed
Aim and Objective: This study aimed to explore how caregivers of persons with Down syndrome (DS) believe caring had an impact on their own lives. A secondary objective was to understand their experience of seeking educational, social, and health care services for the persons with DS. Methods: This qualitative exploratory study was conducted with 21 caregivers of persons with DS in Kuwait. Results:
-
Hearing Their Voices: Parents’ Perceptions of Preschool Special Education Evaluations With Dual-Language Learners Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-12 Hattie Harvey, Erin Kinavey Wennerstrom
Advancing equity in early childhood education is crucial as our broader society faces issues of inequities across systems, including education. Professionals must honor children’s home language and cultural contexts, coming from a perspective of value and respect rather than from a traditionally dominant, Eurocentric perspective. Through this sutdy, we share the perspectives of 22 parents of dual-language
-
Effects of Interventions Using Virtual Manipulatives for Students With Learning Disabilities: A Synthesis of Single-Case Research J. Learn. Disab. (IF 2.144) Pub Date : 2021-04-13 Jiyeon Park, Diane P. Bryant, Mikyung Shin
Virtual manipulatives are interactive and dynamic visual objects on a screen, which allow students to manipulate them to construct mathematical knowledge. The purpose of this study was to synthesize the literature on interventions that used virtual manipulatives to improve the mathematics performance of K–12 students with learning disabilities. A total of 19 single-case design studies (16 peer-reviewed
-
Preview Except. Child. (IF 3.255) Pub Date : 2021-04-13 John Wills Lloyd, William J. Therrien
For issue 3 of volume 87, we are pleased to present six articles that cover topics ranging from reading and mathematics instruction to a longitudinal study examining parenting of children with cerebral palsy. We are also happy to report that we have recently accepted our first stage 1 Registered Report. You can read more about this yet-to-be-conducted study at the following link: https://osf.io/m2gdz
-
Mathematics Interventions for Adolescents with Mathematics Difficulties: A Meta‐Analysis Learning Disabilities Research & Practice (IF 1.341) Pub Date : 2021-04-11 Jonté A. Myers, Mary T. Brownell, Cynthia C. Griffin, Elizabeth M. Hughes, Bradley S. Witzel, Nicolas A. Gage, David Peyton, Kelly Acosta, Jun Wang
We quantitatively synthesized findings of quasi‐experimental and randomized control studies of interventions designed to improve the mathematics achievement of secondary school students with mathematics difficulties (MD). We identified 45 studies (49 interventions) published between 1978 and 2020 and classified interventions into five categories: technology‐based interventions (TBI), schema‐based interventions
-
A Decade Review of Single‐Case Graph Construction in the Field of Learning Disabilities Learning Disabilities Research & Practice (IF 1.341) Pub Date : 2021-04-11 Corey Peltier, Stephanie Morano, Mikyung Shin, Nathan Stevenson, John W. McKenna
Single‐case research designs (SCRDs) are rigorous methods used to investigate the effects of interventions on socially important outcomes. A hallmark of SCRDs is repeated measurement of observable behavior presented in time‐series graphs. The construction of time‐series graphs can inflate Type I or Type II errors made via visual analysis. In the current investigation, we included all SCRDs published
-
Outcomes of a training video on the shared reading behaviours of caregivers and children Child Lang. Teach. Ther. (IF 0.9) Pub Date : 2021-04-12 Tarryn Coetzee, Sharon Moonsamy, Joanne Neille
Despite evidence supporting the implementation of book sharing interventions, few studies have examined the value of providing caregiver training in these contexts. This study draws on the quantitative findings of a larger project that employed a non-randomized comparison group crossover repeated measures design as part of a mixed research approach. The goal of the study was to determine the outcome
-
FABLe: A Mobile Application to Assess and Build Foundational Literacy Skills for All Children, Including Children with Disabilities in India International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-11 Radhika Misquitta, Aditi Ghosh
ABSTRACT Fluency Assessment and Benchmarking for Literacy in Education (FABLe) is the first mobile application being developed for the assessment of foundational literacy skills in India. FABLe passages are currently available in English for Grades 2, 3 and 4, with plans to expand to other Indian languages. FABLe is designed to administer curriculum-based measures for reading (R-CBMs) that have been
-
Integrating Assistive Technology Into a Teacher Preparation Program Teacher Education and Special Education (IF 1.841) Pub Date : 2021-04-10 Jiyeon Park, Ashley F. Bagwell, Diane P. Bryant, Brian R. Bryant
Assistive technology (AT), a major source of adapted educational services, has been accepted as a valuable tool for students with disabilities in schools. Teacher readiness is a key factor in determining a student’s successful inclusion, but many general and special education teachers are not fully prepared to implement AT in schools. In this study, special and general education preservice teachers
-
Mixed-Reality Simulation With Preservice Teacher Candidates: A Conceptual Replication Teacher Education and Special Education (IF 1.841) Pub Date : 2021-04-10 Sharon M. Walters, Shanna E. Hirsch, Georgia McKown, Alex Carlson, Abigail A. Allen
Given the critical importance of discrete instructional practices in special education, teacher candidates must be prepared to implement them upon entering the classroom. In preservice teacher education programs, field placements and clinical experiences rarely provide enough opportunities for preservice teachers to gain the proficiency needed to provide effective instruction. In this study, a randomized
-
Introduction to the Special Series on Behavioral Disorders and Juvenile Justice: Facilitating Effective Reentry Into School and Community Behav. Disord. (IF 1.625) Pub Date : 2021-04-10 Heather Griller Clark, Sarup R. Mathur
This introduction to the special series on facilitating effective reentry into school and community for youth from the juvenile justice (JJ) system highlights several important issues for educators and others serving youth with emotional and behavioral disorders (EBD). The articles within this special series focus on key factors in programming and professional development that promote reentry success
-
A different view of literacy Support for Learning Pub Date : 2021-04-08 Peter Imray, Mike Sissons
The Equals Formal Curriculum English Scheme of Work has been designed for that very small percentage of the school population, perhaps as low as one or two per cent, who have global learning difficulties (GLD) to such a degree that they are consistently working at levels significantly below their age‐related peers for all of their academic lives. The term GLD includes all those in England currently
-
Investigating the opportunities provided for young adults with special education needs and disabilities (SEND) to prepare for adulthood in a city in England Support for Learning Pub Date : 2021-04-08 Ratika Malkani
This paper reports research commissioned by an English City Council. Its aim was to gather data to identify and prioritise the council’s efforts to develop, co‐ordinate and monitor services and support for young people with SEND in the city as they move into their adult lives. This included the four areas identified by the English government in the SEND Code of Practice, these being: employment, community
-
Graph Construction and Visual Analysis: A Comparison of Curriculum-based Measurement Vendors J. Behav. Educ. (IF 0.894) Pub Date : 2021-04-09 Evan H. Dart, Ethan R. Van Norman, David A. Klingbeil, Keith C. Radley
Curriculum-based measurement (CBM) represents a critical strategy for data-based decisionmaking within educational settings. Visual analysis is frequently used to analyze CBM data; thus, CBM vendors often automatically generate graphs based on student data to facilitate analysis. Differences in graph formatting are apparent across CBM vendors, and currently, the extent to which these differences may
-
The Circle of Friends intervention: a research synthesis European Journal of Special Needs Education (IF 1.184) Pub Date : 2021-04-09 Sepideh Hassani, Silvia Alves, Elias Avramidis, Susanne Schwab
ABSTRACT This research synthesis investigates studies that evaluated a well-known intervention, the Circle of Friends (CoF) – which seeks to promote the inclusion of socially neglected students. The aim of the review is two-fold; first, to identify the intervention’s variant applications and, second, to record what evidence-based outcomes have been reported. A systematic literature search including
-
A systematic review of academic interventions for students with disabilities in Online Higher Education European Journal of Special Needs Education (IF 1.184) Pub Date : 2021-04-08 José Israel Reyes, Julio Meneses, Efrem Melián
ABSTRACT The development of new educational environments based on the use of ICT has enabled the possibility to improve access and involvement for students with disabilities at the university level. Hence, this systematic review attempts to synthesise the main findings of previous interventions aimed to promote the inclusion of these students in Online Higher Education, as well as to analyse their
-
Parent-Implemented Oral Vocabulary Intervention for Children With Down Syndrome Topics in Early Childhood Special Education (IF 1.237) Pub Date : 2021-04-08 Lauren M. LeJeune, Christopher J. Lemons, Silje Hokstad, Rebeca Aldama, Kari-Anne B. Næss
Young children with Down syndrome (DS) often demonstrate impaired oral vocabulary development; however, few intervention studies have focused on this population. One promising method to improve the oral vocabulary of young children with DS may be to train their parents to intervene at home. In this study, we used tele-education methods (e.g., videoconferences, email) to coach parents to implement an
-
The effects of the Tripartite Intervention on students’ attitudes towards disability Journal of Research in Special Educational Needs Pub Date : 2021-04-06 John R. R. Freer
Poor attitudes towards disability held by one’s peers can negatively impact the social experiences of students with exceptionalities. Fortunately, educational intervention efforts can serve to enhance children’s attitudes towards disability. This quasi‐experimental study tested the effectiveness of the Tripartite Intervention (TI), a 12‐lesson educational intervention aimed at improving students’ attitudes
-
Correction International Journal of Disability, Development and Education (IF 0.691) Pub Date : 2021-04-07
(2021). Correction. International Journal of Disability, Development and Education. Ahead of Print.
-
Constant time delay to teach reading to students with intellectual disability and autism: a review International Journal of Developmental Disabilities (IF 0.8) Pub Date : 2021-04-06 Annemarie L. Horn, Jane Roitsch, Kimberly A. Murphy
The ability to read promotes academic success and serves as an essential prerequisite skill for many postsecondary opportunities. However, developing proficient reading skills is particularly difficult for many individuals with intellectual disability (ID) and autism spectrum disorder (ASD). Reading is an important life skill for all individuals, and it is essential for reading instruction to be grounded
-
Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders Journal for the Education of the Gifted Pub Date : 2021-04-07 Eleonoor van Gerven
Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in
-
Improving reading skills in children with dyslexia: efficacy studies on a newly proposed remedial intervention—repeated reading with vocal music masking (RVM) Ann. Dyslexia (IF 1.595) Pub Date : 2021-04-06 Gilles Leloup, Royce Anders, Valentin Charlet, Béatrice Eula-Fantozzi, Catherine Fossoud, Eddy Cavalli
In this work, two different studies are examined to evaluate the effectiveness of a novel intervention program for the improvement of reading ability in children with dyslexia, known as repeated reading with vocal music masking (RVM). The proposed remedial approach is inspired by Breznitz’s original work. The studies assess a 5-week program of intensive RVM training in a pre-post-test clinical paradigm
-
Bringing Data-Based Individualization to Scale: A Call for the Next-Generation Technology of Teacher Supports J. Learn. Disab. (IF 2.144) Pub Date : 2021-04-05 Lynn S. Fuchs, Douglas Fuchs, Carol L. Hamlett, Pamela M. Stecker
The purpose of this narrative synthesis of the curriculum-based measure (CBM) instructional utility literature is to deepen insight into the supports required to enrich teachers’ instructional decision-making within curriculum-based measure–data-based individualization (CBM-DBI) in ways that enhance the learning outcomes of students with intensive intervention needs, including students with learning
-
Language-Specific Effects in Response to Spelling Intervention in Italian and in English as an Additional Language J. Learn. Disab. (IF 2.144) Pub Date : 2021-04-03 Barbara Arfé, Tamara Zancato
According to a language-integrated view of spelling development, learning to spell involves the same language-learning skills across alphabetic systems. A prediction based on this view is that the same spelling training should be equally effective for learning to spell in a shallow (Italian, native language) or an opaque (English, additional language) orthography. We tested this prediction by teaching
-
Development of a Functional Social Assessment Tool for Arabic-Speaking Egyptian Deaf Children Deafness & Education International Pub Date : 2021-04-01 Omayma Afsah, Sara Elawady, Wessam Elshawaf, Tamer Abou-Elsaad
ABSTRACT Background: Deafness is the most common sensory impairment in human beings, with significant social and psychological implications. Several questionnaires were designed to evaluate the social and emotional abilities of English-speaking deaf children. This study's objective was to create Arabic questionnaires to assess the social abilities of Arabic-speaking Egyptian deaf children. Methods:
-
Validation of an Arabic listening inventory for the Education of Deaf Children in Egypt Deafness & Education International Pub Date : 2021-04-01 Omayma Afsah, Sara Elawady, Wessam Elshawaf, Tamer Abou-Elsaad
ABSTRACT The academic achievement of deaf and hard-of-hearing (DHH) students depends on the interaction of many factors, including student and family characteristics and experiences inside and outside school. Several questionnaires have previously been designed for evaluating the listening skills of deaf English-speaking children in school environments. This study's objective was to validate an Arabic
-
Linking cognitive load, mindfulness, and self-efficacy in college students with and without learning disabilities European Journal of Special Needs Education (IF 1.184) Pub Date : 2021-04-02 Saied Bishara
ABSTRACT The goal of this study was to test whether cognitive load is associated with mindfulness and self-efficacy in students with and without learning disabilities. In this study, 60 students with learning disabilities and 60 students without learning disabilities were evaluated for cognitive load, mindfulness, and self-efficacy using three separate instruments. Study findings showed that the learning-disabled
-
Personal support networks of adolescents with intellectual disabilities in secondary education European Journal of Special Needs Education (IF 1.184) Pub Date : 2021-04-02 Ana Rey, Judit Fullana, Maria Pallisera
ABSTRACT Social networks are essential for social inclusion as they create opportunities for the achievement of different types of social support. People with intellectual disabilities encounter barriers to establishing social relationships and often have reduced social support networks. A structured interview was designed with the aim of studying the characteristics of the personal support networks
-
Advanced Placement and Concurrent Enrollment Substitution Effects Journal of Advanced Academics Pub Date : 2021-04-02 Grant Clayton
Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to
-
High Expectations, Limited Options: How Gifted Students Living in Poverty Approach the Demands of AP Coursework Journal for the Education of the Gifted Pub Date : 2021-04-02 Antonia (Toni) Szymanski
The aim of this study was to explore the lived experiences of advanced students who live in poverty and their choices regarding taking Advanced Placement (AP) courses. Ten urban high school students were interviewed regarding their decision-making process regarding coursework to investigate supports or barriers that exist. Four themes became apparent: Gifted students take advanced classes for challenge
-
Gifted Classroom Environments and the Creative Process: A Systematic Review Journal for the Education of the Gifted Pub Date : 2021-04-02 Lindsay Ellis Lee, Melanie S. Meyer, Kacey Crutchfield
As the expectations for including creativity in K–12 education continually grow, creative process skills equip students with thinking strategies to generate and evaluate ideas. This systematic review explored existing research on elementary and secondary gifted classroom environments that promote creative process skills. A database search yielded peer-reviewed literature, empirical and practitioner-focused
-
Elementary Teachers’ Intervention Fidelity in Relation to Reading and Vocabulary Outcomes for Students at Risk for Reading-Related Disabilities J. Learn. Disab. (IF 2.144) Pub Date : 2021-04-01 Cheryl Varghese, Mary Bratsch-Hines, Heather Aiken, Lynne Vernon-Feagans
Teachers’ implementation of differentiated supplemental instruction is critical to help students with or at risk for reading-related disabilities acquire early reading and vocabulary skills. This study represents an initial investigation of whether classroom teachers’ intervention fidelity (exposure, adherence, and quality) of targeted reading instruction (TRI, formerly called targeted reading intervention)
-
External evaluations for dyslexia: do the data support parent concerns? Ann. Dyslexia (IF 1.595) Pub Date : 2021-03-31 Timothy N. Odegard, Tamera Hutchings, Emily A. Farris, Eric L. Oslund
A grassroots movement of parents who fear that their children’s reading struggles are going unrecognized at school has led to dyslexia laws in all but three states in the U.S. The current study was undertaken to provide data relevant to this topic by characterizing the reading profiles of 71 children referred for testing at a center specializing in the assessment of reading disabilities. These children
-
Responses to Educating Students at Risk During the COVID-19 Pandemic Special Issue Editorial for Journal of Education for Students Placed at Risk Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-04-01 Sinéad Harmey
(2021). Responses to Educating Students at Risk During the COVID-19 Pandemic Special Issue Editorial for Journal of Education for Students Placed at Risk. Journal of Education for Students Placed at Risk (JESPAR). Ahead of Print.
-
“We Need to Do Better by Kids”: Changing Routines in U.S. Schools in Response to COVID-19 School Closures Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-04-01 Ain A. Grooms, Joshua Childs
Abstract In March 2020, the COVID-19 pandemic forced schools across the United States to close their buildings and educational professionals transitioned to working from home. This paper explores how K-12 principals leading schools serving high numbers of students from racially and socioeconomically minoritized backgrounds made sense of and responded to the pandemic. In particular, we examined how
-
Pivoting an Elementary Summer Reading Intervention to a Virtual Context in Response to COVID-19: An Examination of Program Transformation and Outcomes Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-04-01 Kristen D. Beach, Erin K. Washburn, Samantha A. Gesel, Paula Williams
Abstract This exploratory investigation examined the transformation of a traditional summer reading intervention (SRI) to synchronous virtual format in response to school closures due to COVID-19. Goals were to adapt and describe the adaptation of the in-person intervention to the virtual environment, examine program outcomes, and understand tutor and caregiver perspectives of virtual SRI. SRI involved
-
Speech-Language Teletherapy Services for School-Aged Children in the United States During the COVID-19 Pandemic Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-04-01 Sherine R. Tambyraja, Kelly Farquharson, Jaumeiko Coleman
Abstract The purpose of this study was to examine how school-based speech-language pathologists (SLPs) maintained clinical services via teletherapy during the COVID-19 pandemic closures. School-based SLPs in the United States were invited to participate in an anonymous online survey. Questions relevant to this study gathered information regarding a) provision of teletherapy following COVID-19 school
-
“Eye Opening and Chaotic”: Resilience and Self-Determination of Secondary Students with Disabilities Amidst the COVID-19 Pandemic Journal of Education for Students Placed at Risk (JESPAR) Pub Date : 2021-04-01 Jessica R. Toste, Sheida K. Raley, Samantha Gross Toews, Karrie A. Shogren, Gabriela Coelho
Abstract Students with disabilities experience pronounced inequities in the education system, which have been compounded by risks associated with the COVID-19 pandemic. The current study sought to understand the experiences of students with disabilities and the strengths that facilitated their wellbeing during this period of adversity. In summer 2020, secondary students (6th to 12th grades) with disabilities
Contents have been reproduced by permission of the publishers.