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Almutairi, Areej; Kawai, Norimune; Alharbi, Abeer – Exceptionality, 2021
Integrating students with intellectual disability in mainstream higher education is an important step toward inclusivity and true diversity in education. To create effective environments for these students, it is imperative to understand the attitudes of the administrators and faculty members who will be guiding them. A random sampling method was…
Descriptors: Students with Disabilities, Intellectual Disability, Teacher Attitudes, Administrator Attitudes
Gratton-Fisher, Emma; Zirkel, Perry A. – Exceptionality, 2021
The purpose of this article is to provide special educators with significant and perhaps surprising recent lessons in special education law. These lessons under the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act range from the threshold issues of child find and eligibility through the central obligation of…
Descriptors: Educational Legislation, Special Education, Special Education Teachers, Equal Education
Ennis, Robin Parks; Lane, Kathleen Lynne; Flemming, Sarah Cole – Exceptionality, 2021
Teachers may benefit from using classroom-delivered, low-intensity strategies to increase engagement of students at-risk for emotional and behavioral disorders and academic failure in the general education classroom. This project focused on empowering teachers to be involved in every step of the research process: screening, planning, data…
Descriptors: Classroom Techniques, Learner Engagement, Student Behavior, At Risk Students
Shogren, Karrie A.; Anderson, Mark H.; Raley, Sheida K.; Hagiwara, Mayumi – Exceptionality, 2021
The "Self-Determination Inventory" (SDI) is a suite of tools developed to measure self-determination. The SDI: Student Report was recently validated for adolescents aged 13 to 22 with and without disabilities across diverse racial/ethnic backgrounds. A parallel, proxy report version to be completed by teachers or parents, the SDI:…
Descriptors: Measures (Individuals), Self Determination, Students with Disabilities, Adolescents
Munsell, Elizabeth G. S.; Coster, Wendy J. – Exceptionality, 2021
Youth with autism spectrum disorder (ASD) have poor post-secondary outcomes, including those with high-functioning ASD (HFASD), who do not have intellectual disability. Special education services for youth with HFASD often focus on academic outcomes rather than preparing students for negotiating other aspects of adult life. This scoping review…
Descriptors: Literature Reviews, Intervention, Self Management, Daily Living Skills
Dostal, Hannah M.; Wolbers, Kimberly; Ward, Shana; Saulsburry, Rachel – Exceptionality, 2021
The purpose of this study was to investigate how content area teachers of the deaf integrate writing instruction, and factors that impact content area writing practices. Integrating writing into the disciplines is currently emphasized in order to support literacy and content learning. Teachers of the deaf (N = 134) responded to a national survey…
Descriptors: Teacher Surveys, National Surveys, Deafness, Content Area Writing
MacFarland, Mari C.; Fisher, Marisa H. – Exceptionality, 2021
Many researchers and practitioners cite concerns with maintenance and generalization as a serious issue for individuals with autism spectrum disorders (ASD), although few studies explicitly target performance of behaviors outside training environments. After an initial intervention failed to produce robust generalization outcomes, the present…
Descriptors: Autism, Pervasive Developmental Disorders, Peer Teaching, Generalization
Romig, John Elwood; Miller, Alexandra A.; Therrien, William J.; Lloyd, John W. – Exceptionality, 2021
Researchers studying curriculum-based measurement of written expression have used a variety of writing prompt types and durations when establishing criterion validity of these tools. The purpose of this study was to determine through meta-analytic procedures whether any prompt type or duration was superior to others in terms of criterion validity.…
Descriptors: Curriculum Based Assessment, Writing Evaluation, Prompting, Meta Analysis
Asaro-Saddler, Kristie; Moeyaert, Mariola; Xu, Xinyun; Yerden, Xiaoyi – Exceptionality, 2021
In this study, we conducted a multilevel meta-analysis to determine whether the self-regulated strategy development (SRSD) approach to teaching writing to students with autism spectrum disorder (ASD) improves significantly the number of words written and overall quality of writing, whether the effects of SRSD were consistent or variable across…
Descriptors: Hierarchical Linear Modeling, Meta Analysis, Instructional Effectiveness, Self Control
Cheng, Sanyin; Sin, Kuen Fung – Exceptionality, 2021
This study explores how students' thinking styles are related to their career decision-making self-efficacy, by administering the Thinking Styles Inventory-Revised II and the Career Decision-Making Self-Efficacy Scale--Short Form to 484 deaf or hard-of-hearing (DHH) and 449 hearing university students in mainland China. Results show that, among…
Descriptors: Cognitive Style, Decision Making, Career Choice, Self Efficacy
Scott, LaRon A.; Brown, Amber; Wallace, Weade; Cormier, Christopher J.; Powell, Christine – Exceptionality, 2021
Ample research exists regarding various reasons special education teachers leave the profession, yet little attention is given to factors that promote professional persistence. The current study was used to address the factors that might encourage the persistence of Black special education teachers (BSETs), who face numerous challenges frequently…
Descriptors: Special Education Teachers, Teacher Persistence, African American Teachers, Barriers
Long, Holly; Bouck, Emily; Domka, Anna – Exceptionality, 2021
Limited research exists to target algebra instruction for students with intellectual and developmental disabilities (IDD). In this study, researchers compared the use of concrete -- with scaffolds added by researchers -- and virtual algebra tiles -- with inherent scaffolds -- to support the acquisition, fluency, and generalization of linear…
Descriptors: Algebra, Mathematics Instruction, Students with Disabilities, Intellectual Disability
Rios, Kristina; Burke, Meghan M. – Exceptionality, 2021
Family-professional partnership is an essential component of the special education process for children with intellectual and/or developmental disabilities (IDD). However, many families face barriers to participation in the special education process. Latino families especially face systemic barriers when participating in educational…
Descriptors: Parent Education, Special Education, Students with Disabilities, Barriers
Rossetti, Zach; Burke, Meghan M.; Rios, Kristina; Tovar, Janeth Aleman; Schraml-Block, Kristen; Rivera, Javier I.; Cruz, Jaelee; Lee, James D. – Exceptionality, 2021
Parent advocacy has led to improved educational access and outcomes for students with disabilities. Extant research indicates that parents are more likely to participate in individual advocacy than systemic advocacy. Due to the preponderance of individual advocacy, limited research has focused on systemic advocacy. Thus, the purpose of this study…
Descriptors: Advocacy, Parent Role, Change Agents, Students with Disabilities
Kim, Sunyoung; Kim, Hyejung; Kim, Jieun; Nichols, Sandra C.; Kang, Veronica Y. – Exceptionality, 2021
A diagnosis of autism spectrum disorder (ASD) changes family dynamics and impacts family members' lives. Knowing family perceptions of ASD and understanding their experiences and challenges with children's ASD provides more important context for socially valid intervention approaches. In particular, given the increased need for culturally…
Descriptors: Children, Students with Disabilities, Autism, Pervasive Developmental Disorders