Academic journal article Exceptional Children

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Academic journal article Exceptional Children

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Article excerpt

As we begin 2014, the field of special education strives to meet ongoing challenges of sufficient funding and support with rigorous research efforts to identify evidence-based practices. This issue of Exceptional Children is representative of the wide range of topics, issues, and methodologies relevant to the many educators, researchers, policy makers, and parents in the field of special education. The authors of the articles in this issue have explored such diverse topics as how to synthesize social skills research, longitudinal reading research for students with intellectual disabilities, written expression for students who are deaf, the complexities of value-added teacher evaluation models, math interventions, peer victimization, and special education from an international perspective.

Goldstein, Lackey, and Schneider present a novel framework for evaluating evidence supporting interventions, in this case social skills training for preschoolers with autism. Their unique analysis of 67 studies provides interesting implications for evaluating evidence-based practice.

Allor, Mathes, Roberts, Cheatham, and Al Otaiba conducted a 4-year, randomized longitudinal investigation to examine the effects of a scientifically based reading program, developed for struggling readers without intellectual disabilities, on students with lower IQ scores. Their results demonstrated the effectiveness of this approach, and provide some interesting findings for different IQ levels.

Yuknis conducted a study to examine how middle school students who were deaf or hard of hearing performed during written expression assignments, including the revision process. Multiple data sources including writing samples, classroom observations and interviews with students and teachers revealed implications for practice. …

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