The Pandemic Experiences of Special Education Teachers in Georgia: A Mixed Methods Study
SAGE Journals » The Journal of Special Education
by Karin M. Fisher, Kelly E. Standridge, Laura M. Echezabal, Edie G. Grice, Adia Greer
3w ago
The Journal of Special Education, Ahead of Print. A sequential explanatory mixed methods study was conducted to determine Georgia special education teachers’ (SETs) pandemic experiences. We distributed a survey, held focus groups, and analyzed both data for complementarity. We found that SETs experienced challenges, benefits, and concerns when they returned to their classrooms. Although they reported feeling professionally supported during remote learning, they described difficulties and worries about meeting the individualized needs of students with disabilities. Special educators’ increased ..read more
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Separate School Placement for Students With Extensive Support Needs and the Potential Impact of Locale and Charter School Enrollment
SAGE Journals » The Journal of Special Education
by Jessica A Bowman, Yi-Chen Wu, Shawnee Wakeman, Gail Ghere, Holly Johnson
1M ago
The Journal of Special Education, Ahead of Print. Separate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive environment. This study extends research on separate school placement for students with ESN to explore the potential impact of locale and charter school policy by determining (1) the percentage of separate schools in states across locales, (2) whether there is a relationship between the percentages of separate schools in each locale and separate school ..read more
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Analysis of Literacy Content in IEPs of Students With Complex Support Needs
SAGE Journals » The Journal of Special Education
by Alison L. Zagona, K. R. Lansey, J. A. Kurth, R. Loyless, Elizabeth A. Stevens
1M ago
The Journal of Special Education, Ahead of Print. The Individualized Education Program (IEP) should include a summary of the student’s current skills and needs as well as annual goals that support their progress in the general education curriculum; however, IEPs for students with complex support needs may be missing required information. We investigated IEP goals and Present Levels of Academic Achievement and Functional Performance (PLAAFP) statements for 112 students with complex support needs in four educational placements to understand (a) similarities and differences in the literacy skills ..read more
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A National Survey of the Writing Instructional Practices of Teachers of Students With Visual Impairments
SAGE Journals » The Journal of Special Education
by Derek B. Rodgers, Michael Hebert, Mackenzie E. Savaiano, Natalie A. Koziol, Pamela Shanahan Bazis
2M ago
The Journal of Special Education, Ahead of Print. Despite the importance of writing skill development, we know very little about how writing instruction is provided to students with visual impairments (VI) with and without co-occurring disabilities (e.g., multiple disabilities, deaf-blindness). The purpose of this study was to survey a national sample of teachers of students with visual impairments (TSVIs) on several important constructs, including their preparation to teach writing; their beliefs, attitudes, and experiences about teaching writing; and the writing practices they use for studen ..read more
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Analysis of Prevalence Variations of Students With Deafblindness Across the United States
SAGE Journals » The Journal of Special Education
by Rachel Anne Schles, Emma Fricke, Kristi M. Probst
3M ago
The Journal of Special Education, Ahead of Print. There is wide variability in the special education eligibility criteria for deafblindness across the United States. This study was a novel examination of variations in state factors, including eligibility criteria for deafblindness, to identify potential relationships between state factors and the number of students who are deafblind during the 2018–2019 school year. No state factors correlated to the OSEP Child Count population data. Multiple linear regression analysis revealed factors primarily relating to sensory disability professionals, wh ..read more
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Reported Policies, Guidance, and Related Resources for the Determination of Special Education and Related Services
SAGE Journals » The Journal of Special Education
by Jennifer L. Kouo, Andrea R. Harkins-Brown, Vy H. Phung
3M ago
The Journal of Special Education, Ahead of Print. The Individualized Education Program (IEP) contains information that is critical to ensuring that a student with a disability (SWD) is receiving specially designed instruction as well as the appropriate related services and supports to make meaningful progress in the educational system. With varied practices across states, with some practices characterized by a formulaic approach rather than a student-centered decision-making process, the purpose of this review is to summarize the findings of currently available guidance related to determining ..read more
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Professionals’ Perceived Influence on Outcomes of Multisystem-Involved Youth
SAGE Journals » The Journal of Special Education
by Annee Grayson, Kassandra Spurlock, Brad Thompson, Justine Parnell
3M ago
The Journal of Special Education, Ahead of Print. Youth involved in multiple systems, such as special education, juvenile justice, and foster care, often face complex challenges. Professionals inherently contribute to youth outcomes by supporting multisystem-involved youth. Through interviews, we explored the perspectives of a special education teacher, a school resource officer, a school administrator, and a youth parole supervisor to understand their perceived influence on youth. We synthesized these perspectives to identify the patterns of connection between the overlapping works of these p ..read more
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The Intersection of Language and Disability Progress of English Learners With Disabilities on NAEP Reading
SAGE Journals » The Journal of Special Education
by Sara E.N. Kangas, Shenghai Dai, Yuliya Ardasheva
4M ago
The Journal of Special Education, Ahead of Print. Despite evidence of unequal learning opportunities, there is limited understanding of how English learners (ELs) with disabilities are faring academically nationwide in comparison with their EL and student with disability counterparts. In response, we conducted secondary data analyses of the 2009 to 2019 National Assessment of Educational Progress (NAEP) reading assessments. Compared to their peers, ELs with disabilities performed lower in both Grades 4 and 8. There is a visible improvement in this important student population’s performance on ..read more
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A Meta-Analysis of the Graduated Guidance Procedure
SAGE Journals » The Journal of Special Education
by Elif Tekin-Iftar, Melinda Jones Ault, Belva C. Collins, Seray Olcay, H. Deniz Degirmenci, Orhan Aydın
6M ago
The Journal of Special Education, Ahead of Print. We conducted a descriptive analysis and meta-analysis of single-case research design (SCRD) studies investigating the effectiveness of the graduated guidance procedure. Once we identified studies through electronic databases and reference lists, we used What Works Clearinghouse (WWC) Standards to evaluate each study. Then, we described studies in terms of various descriptive variables, calculated effect sizes through three non-parametric effect size methods, and analyzed results across studies. Results showed 11 of the 27 studies met WWC Standa ..read more
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Video Modeling and Systematic Instructions to Teach Graphing Skills to Elementary School Students With Intellectual and Hearing Disabilities
SAGE Journals » The Journal of Special Education
by Kohei Nagayama, Kamiyama Tsutomu, Kazusa Wakabayashi
7M ago
The Journal of Special Education, Ahead of Print. Systematic instruction and video modeling are evidence-based practices for teaching academic skills to students with intellectual disabilities; however, its efficacy has not been established for teaching graphing skills in a small-group setting. Three elementary school students with hearing and intellectual disabilities were taught to describe graphs and compare their differences in a math class at a special needs school using systematic instruction and video modeling. The effectiveness was evaluated using a multiple-baseline across participant ..read more
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