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King, Matthew T.; Merrin, Gabriel J.; Espelage, Dorothy L.; Grant, Nickholas J.; Bub, Kristen L. – Exceptional Children, 2018
Research about students with disabilities and students identifying as LGBQ (lesbian, gay, bisexual, or questioning) reveals that both populations report more suicidality and peer victimization and less school connectedness than do their peers. No study has previously examined the intersection of these identities with regard to peer victimization,…
Descriptors: Suicide, Homosexuality, Sexual Orientation, Sexual Identity
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Snyder, Patricia; Hemmeter, Mary Louise; McLean, Mary; Sandall, Susan; McLaughlin, Tara; Algina, James – Exceptional Children, 2018
We conducted a randomized controlled potential efficacy trial to examine effects of two variants of the Tools for Teachers (TfT) professional development (PD) intervention on preschool teachers' implementation of embedded instruction practices and children's developmental and learning outcomes. Thirty-six preschool teachers recruited from three…
Descriptors: Learner Engagement, Randomized Controlled Trials, Program Effectiveness, Faculty Development
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Lombardi, Allison; Freeman, Jennifer; Rifenbark, Graham – Exceptional Children, 2018
Nonacademic skills related to college and career readiness (CCR) have become more prevalent in the literature as proposed conceptual models and frameworks, yet little empirical research exists in their support. We employed latent variable modeling to empirically test a previously proposed six-domain framework of CCR for adolescents with and…
Descriptors: College Readiness, Career Readiness, Adolescents, Disabilities
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Turnbull, H. Rutherford; Turnbull, Ann P.; Cooper, David H. – Exceptional Children, 2018
In this article, we analyze the Supreme Court's decision in "Endrew F. v. Douglas County School District RE-1" (2017), interpreting the Individuals with Disabilities Education Act (IDEA) and its provisions creating a right of every student with a disability to have an appropriate education. We compare the "Endrew" decision with…
Descriptors: Court Litigation, Disabilities, Educational Legislation, Federal Legislation
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Jitendra, Asha K.; Lein, Amy E.; Im, Soo-hyun; Alghamdi, Ahmed A.; Hefte, Scott B.; Mouanoutoua, John – Exceptional Children, 2018
This meta-analysis is the first to provide a quantitative synthesis of empirical evaluations of mathematical intervention programs implemented in secondary schools for students with learning disabilities and mathematics difficulties. Included studies used a treatment-control group design. A total of 19 experimental and quasi-experimental studies…
Descriptors: Mathematics Instruction, Intervention, Secondary School Mathematics, Learning Disabilities
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Bottge, Brian A.; Cohen, Allan S.; Choi, Hye-Jeong – Exceptional Children, 2018
In this article, we describe results of a reanalysis of two randomized studies that tested the effects of enhanced anchored instruction (EAI) on the fractions computation performance of students in special education resource rooms and inclusive mathematics classrooms. Latent class analysis and latent transition analysis classified students…
Descriptors: Mathematics Instruction, Intervention, Resource Room Programs, Inclusion
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Slade, Nicole; Eisenhower, Abbey; Carter, Alice S.; Blacher, Jan – Exceptional Children, 2018
We examined parents' satisfaction with multiple aspects of their children's individualized education programs (IEPs). Parents (n = 142) raising children ages 4 to 8 years old with autism spectrum disorder (ASD) reported their satisfaction with four aspects of their children's IEPs: (a) content of the IEP document, (b) services provided, (c)…
Descriptors: Parent Attitudes, Satisfaction, Individualized Education Programs, Young Children
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Morgan, Paul L.; Farkas, George; Cook, Michael; Strassfeld, Natasha M.; Hillemeier, Marianne M.; Pun, Wik Hung; Wang, Yangyang; Schussler, Deborah L. – Exceptional Children, 2018
We conducted a best-evidence synthesis of 22 studies to examine whether systemic bias explained minority disproportionate overrepresentation in special education. Of the total regression model estimates, only 7/168 (4.2%), 14/208 (6.7%), 2/37 (5.4%), and 6/91 (6.6%) indicated statistically significant overrepresentation for Hispanic, Asian, Native…
Descriptors: Hispanic American Students, Asian American Students, American Indian Students, Disproportionate Representation
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Sinclair, James; Hansen, Sarah G.; Machalicek, Wendy; Knowles, Christen; Hirano, Kara A.; Dolata, Jill K.; Blakely, Allison W.; Seeley, John; Murray, Christopher – Exceptional Children, 2018
Given the continued changes in demographic diversity of students in the United States, it is important to ensure that participants included in special education research reflect the diversity of the classroom. We examined 16 years of intervention research across 12 special education journals to evaluate the extent to which diverse student…
Descriptors: Student Diversity, Special Education, Intervention, Sampling
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Papadopoulos, Konstantinos; Barouti, Marialena; Koustriava, Eleni – Exceptional Children, 2018
To examine how individuals with visual impairments understand space and the way they develop cognitive maps, we studied the differences in cognitive maps resulting from different methods and tools for spatial coding in large geographical spaces. We examined the ability of 21 blind individuals to create cognitive maps of routes in unfamiliar areas…
Descriptors: Blindness, Visual Impairments, Spatial Ability, Cognitive Mapping
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Warner-Czyz, Andrea D.; Loy, Betty; Pourchot, Hannah; White, Trissan; Cokely, Elika – Exceptional Children, 2018
Nearly one third of school-age children report being bullied, primarily enduring teasing or rumors. Children with hearing loss (HL) are at increased risk of victimization due to being "different" from the general population. This project assesses effects of auditory status on bullying by comparing incidence and type of bullying in 87…
Descriptors: Hearing Impairments, Peer Groups, Victims, Bullying
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Koponen, Tuire; Aro, Mikko; Poikkeus, Anna-Maija; Niemi, Pekka; Lerkkanen, Marja-Kristiina; Ahonen, Timo; Nurmi, Jari-Erik – Exceptional Children, 2018
We examined the prevalence of comorbidity of dysfluent reading and math skills longitudinally in a representative sample (N = 1,928) and the stability of comorbid and single difficulties from first to fourth grades. The findings indicated that half the children who showed very low performance in one skill also evidenced low or very low performance…
Descriptors: Comorbidity, Longitudinal Studies, Grade 2, Reading Difficulties
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Brownell, Mary; Kiely, Mary Theresa; Haager, Diane; Boardman, Alison; Corbett, Nancy; Algina, James; Dingle, Mary Patricia; Urbach, Jennifer – Exceptional Children, 2017
Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for providing reading instruction to upper elementary students with learning disabilities. The LLC,…
Descriptors: Faculty Development, Special Education Teachers, Literacy Education, Learning Disabilities
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Garwood, Justin D.; Vernon-Feagans, Lynne – Exceptional Children, 2017
Many children with behavior problems perform poorly academically and can disrupt regular classroom instruction. Although good classroom management strategies can benefit children with behavior problems, it is not clear whether these students need consistently good classroom management across the early elementary school years to improve their…
Descriptors: Behavior Problems, Student Behavior, Emotional Disturbances, Behavior Disorders
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Shogren, Karrie A.; Garnier Villarreal, Mauricio; Lang, Kyle; Seo, Hyojeong – Exceptional Children, 2017
Secondary data analysis using the National Longitudinal Transition Study-2 data set was conducted to examine the degree to which autonomy, psychological empowerment, and self-realization (3 of 4 essential characteristics of self-determination) play a mediating role in the relationship between school-based factors and postschool outcomes. The…
Descriptors: Self Determination, Disabilities, Longitudinal Studies, Special Education
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