We are pleased to present this issue of Exceptional Children, which contains articles that we feel are certain to be of great interest to readers. This issue contains a variety of important and relevant topics, including math instruction, inclusive practices, social bullying, social perspective taking, autism, severe disabilities, literacy practices, performance feedback for teachers, and qualifications of special education teachers in high-poverty schools.
Fuchs and colleagues present findings from three randomized studies that taught fractions to low-performing students using either inclusive or specialized instruction. Performance was higher and achievement gaps were lower for the specialized instruction; however, both groups demonstrated increased gaps with the implementation of the Common Core, raising questions about needed fraction instruction in light of the Common Core.
Bottge and colleagues examined inclusive co-taught math instruction for students with mild disabilities as the Common Core was initiated using anchored instruction. Authors also analyzed the type of co-teaching model implemented, and reported effects were largest when special education co-teachers were more extensively involved.
Hartley, Bauman, Nixon, and Davis conducted a survey on students with and without disabilities from 12 states in Grades 5 to 12 through reports on verbal, relational, and victimization bullying. Self-report data indicated that students with disabilities revealed more frequency of physical bullying events than did students without disabilities.
Southall and Campbell reviewed social interventions that had examined social perspectives for high-functioning students with autism to determine how these findings fit within a theory-of-mind framework. Findings provided have implications for research and practice.
Ruppar, Gaffney, and Dymond studied the literacy decision-making process of four secondary and postsecondary teachers of individuals with significant disabilities. Analyses of data sources, including student individualized education programs, teacher interviews, and observations, led to themes including self-efficacy, expectations, and teacher beliefs.
Fallon, Collier-Meek, Maggin, Sanetti, and Johnson evaluated research in which performance feedback was employed as a strategy to promote the appropriate implementation of school-based practices. These authors were interested in determining whether performance feedback could be considered an evidence-based practice based on standards of the What Works Clearinghouse.
Mason-Williams examined the qualifications and preparation of special education teachers from a national database to determine whether teachers in high-poverty schools were comparable to teachers in other schools. Implications for policy and practice are considered.
We hope the readers of Exceptional Children will find the articles in this issue interesting and helpful for research and practice in special education.
Thomas E. Scruggs and Margo A. Mastropieri, Editors
George Mason University
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|Author:||Scruggs, Thomas E.; Mastropieri, Margo A.|
|Date:||Jan 1, 2015|
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