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Thurlow, Martha L.; Wu, Yi-Chen; Lazarus, Sheryl S.; Ysseldyke, James E. – Exceptionality, 2016
Federal regulations indicate that the achievement gap must be closed between subgroups, including the gap between special education and non-special education students. We explored the ways in which achievement trends are influenced by three methods of reporting (cross-sectional, cohort-static, and cohort-dynamic). We also investigated (a) the ways…
Descriptors: Special Education, Achievement Gap, Mathematics Achievement, Change
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Skerbetz, Mandi Davis; Kostewicz, Douglas E. – Exceptionality, 2015
The difficulties students identified with emotional and behavior disabilities present sometimes strain inclusive educators. General education teachers often find themselves ill equipped to provide effective support for both students with and without disabilities. An effective intervention that may hold promise for included students with academic…
Descriptors: Emotional Disturbances, Behavior Disorders, Disabilities, Inclusion
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Park, Yujeong; Benedict, Amber E.; Brownell, Mary T. – Exceptionality, 2014
The factor structure of the CORE Phonics Survey was analyzed using a sample of 165 students in upper elementary school with specific learning disabilities. Confirmatory factor analysis was used to identify the hypothesized constructs of the CORE Phonics Survey and predictive validity of the CORE Phonics Survey to predict students' success in word…
Descriptors: Factor Structure, Factor Analysis, Phonics, Reading Skills
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Lo, Ya-yu; Mustian, April L.; Brophy, Alicia; White, Richard B. – Exceptionality, 2011
Disproportionality of African American males in special education and for disciplinary referrals has persisted for several decades. Culturally responsive social skill instruction, designed to teach critical skills and to involve peers from the learners' cultural group, can serve as a means to promote the overall social competence of African…
Descriptors: Mild Disabilities, Disproportionate Representation, Males, Interpersonal Competence
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Schock, Robin E.; Lee, Elizabeth A. – Exceptionality Education International, 2016
Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4-8 students and their parents participated in the qualitative…
Descriptors: Foreign Countries, Learning Disabilities, Focus Groups, Self Concept
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Waugh, Matthew; Harrison, Gina L. – Exceptionality Education International, 2014
This study examined the efficacy of a brief math intervention using cognitive behaviour instruction (CBI) supplemented by a mnemonic cue system for a 5th grade student with math computation and fluency difficulties. Regrouping operations in addition and subtraction were the targeted skills. Curriculum-based measurements were conducted at the end…
Descriptors: Intervention, Grade 5, Mathematics Skills, Mnemonics
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Montgomery, Angela; Mirenda, Pat – Exceptionality Education International, 2014
This study examined relationships between three factors related to teacher self-efficacy (use of inclusive instruction, collaboration with others, and managing disruptive behaviour) and practicing teachers' sentiments, attitudes, and concerns about inclusive education of students with developmental disabilities. We calculated Pearson…
Descriptors: Teacher Effectiveness, Self Efficacy, Inclusion, Teaching Methods
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Menard, Jessica; Wilson, Alexander M. – Exceptionality Education International, 2014
This study investigated whether students with reading disabilities (RD) showed greater regression in reading skills than did non-RD students over the summer vacation. The RD group consisted of 30 students in grades 4 to 6 from a private school for students with learning disabilities and a comparison group of 30 average readers in grades 4 to 6…
Descriptors: Reading Difficulties, Learning Disabilities, Comparative Analysis, Achievement Gains
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Katz, Jennifer; Porath, Marion; Bendu, Charles; Epp, Brent – Exceptionality Education International, 2012
Thirty-one middle school students (grades 4-7) were interviewed at length about their perspectives regarding academic and social inclusion of students with disabilities; the barriers they perceive to a compassionate, inclusive learning community; and what they believe helps overcome these barriers. In discussing the inclusion of students with…
Descriptors: Inclusion, Disabilities, Middle School Students, Student Attitudes
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Pyle, Angela – Exceptionality Education International, 2011
In 2005, the Ontario Ministry of Education introduced Responsiveness to Intervention (RTI) to the Ontario school system. RTI is a tiered approach involving increasing levels of support for students who are at risk for later learning difficulties. However, the introduction of this different support structure was not accompanied by a substantial…
Descriptors: Learning Problems, Rhetoric, Focus Groups, Educational Testing
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Specht, Jacqueline A.; King, Gillian A.; Servais, Michelle; Kertoy, Marilyn; Spencer, Terry – Exceptionality Education International, 2011
Students who are more engaged in school have higher academic achievement, lower dropout rates, and increased involvement in activities during early adulthood. Unfortunately, children with disabilities participate less than children without disabilities, thus increasing their risk for depression and anxiety. This study investigated the lack of…
Descriptors: Dropout Rate, Disabilities, Foreign Countries, Depression (Psychology)
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Quilliams, Laura; Beran, Tanya – Exceptionality Education International, 2009
The purpose of this study was to identify individual and family risk factors that may explain why some students are at risk for academic failure. Students' self-concept, academic motivation, and their parents' involvement in education were reported by both students and teachers. A latent variable path model fit the data well (Comparative Fit Index…
Descriptors: Academic Failure, Parent Participation, Academic Achievement, At Risk Students
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Berg, Derek H. – Exceptionality Education Canada, 2006
This study examined whether children's psychosocial self-evaluations mediated the relationship between general academic self-concept and self-reported depression. Self-evaluations in three psychosocial domains were assessed: General self-worth, intellectual ability, and social acceptance. Results indicated three significant findings. First, a…
Descriptors: Depression (Psychology), Self Concept, Self Evaluation (Individuals), Academic Ability
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Harrison, Gina L. – Exceptionality Education Canada, 2005
Spelling strategies were examined based on error analysis and strategy reports for errors and correct spellings for 50 Grade 4 and 5 students with and without spelling difficulties. Based on their own reports, all students possessed a repertoire of effective spelling strategies. Strategy use, however, differed as a function of spelling accuracy…
Descriptors: Grade 4, Grade 5, Reading Difficulties, Memory