Academic journal article Exceptional Children

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Academic journal article Exceptional Children

Preview

Article excerpt

We are pleased to present this new issue of Exceptional Children. This issue includes a wide variety of methodologies to address the many and varied issues facing special education. These methodologies include single-subject research design, focus group interviews, secondary data analysis, randomized controlled trials, and secondary data analysis. Participants include service delivery providers and students from preschool to high school with a variety of disabilities. We hope all readers of this issue will find something of particular interest to them.

Ledford and Wolery taught sharing and academic behaviors using different methods to three preschool students with disabilities and six preschoolers without disabilities using a multiple-probe-across-behaviors design for academic behaviors and a multiple-baseline design across participants and dyads to assess sharing.

Justice, Logan, Kaderavek, and Dynia employed a print-based knowledge composite to assign children to read aloud with print-based focus conditions compared with traditional read-aloud methods delivered by teachers and caregivers.

Kleinert, Towles-Reeves, Quenemoen, Thurlow, Fluegge, Weseman, and Kerbel analyzed access to the general education placement for students with significant disabilities who were administered alternate assessments based on alternate achievement standards (AA-AAS). These data were then examined for relationships among achievement and alternative and augmentative communication. …

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