Academic journal article Exceptional Children

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Academic journal article Exceptional Children

Preview

Article excerpt

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. …

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