Exceptional Children
SSCI-ISI SCOPUS (1936-1937,1958,1961-2025)
0014-4029
2163-5560
Mỹ
Cơ quản chủ quản: SAGE Publications Inc.
Lĩnh vực:
Developmental and Educational PsychologyEducation
Các bài báo tiêu biểu
Teacher Perceptions of Mainstreaming/Inclusion, 1958–1995: A Research Synthesis
Tập 63 Số 1 - Trang 59-74 - 1996
Twenty-eight investigations were identified in which general education teachers
were surveyed regarding their perceptions of including students with
disabilities in their classes. Research synthesis procedures were employed to
summarize responses and examine the consistency of responses across time,
geographical location, and item type. Overall, we found that about two thirds of
general classroom ...
School Discipline at a Crossroads: From Zero Tolerance to Early Response
Tập 66 Số 3 - Trang 335-346 - 2000
Dramatic incidents of school violence have thrust school discipline to the
forefront of public consciousness. Despite a dramatic increase in the use of
zero tolerance procedures and policies, there is little evidence demonstrating
that these procedures have increased school safety or improved student behavior.
Moreover, a punitive disciplinary climate may make any attempt to include more
students ...
Is There a Bidirectional Relationship between Children's Reading Skills and Reading Motivation?
Tập 73 Số 2 - Trang 165-183 - 2007
Young children who enjoy reading do it more often and they tend to become
skilled at it. Poor readers, by contrast, often display low motivation to read.
One possible explanation of this is that reading skill and reading motivation
influence each other. 15 studies were reviewed addressing the relationship
between young children's reading and competency beliefs or goal orientations.
Results indicat...
Promoting Causal Agency: The Self-Determined Learning Model of Instruction
Tập 66 Số 4 - Trang 439-453 - 2000
Teachers seeking to promote the self-determination of their students must enable
them to become self-regulated problem-solvers. This article introduces a model
of teaching, The Self-Determined Learning Model of Instruction, incorporating
principles of self-determination, which enables teachers to teach students to
become causal agents in their own lives. This model was field-tested with
students w...
The Disproportionate Discipline of African American Learners: Reducing School Suspensions and Expulsions
Tập 66 Số 3 - Trang 381-391 - 2000
School disciplinary practices for students with disabilities and their peers
without disabilities have long been questioned. Moreover, the school discipline
of both dominant culture and ethnic minority children and youth has raised
concerns. In that regard school discipline has in general become a hotbed for
litigation and debate. While suspect discipline practices have been used with
students acr...
Effect of Stimulant Medication on Children with Attention Deficit Disorder: A “Review of Reviews”
Tập 60 Số 2 - Trang 154-162 - 1993
The University of California, Irvine ADD Center recently conducted a synthesis
of the literature on the use of stimulants with children with attention deficit
disorder (ADD), using a unique “review of reviews” methodology. In this article,
we compare three reviews from each of three review types (traditional,
meta-analytic, general audience) and illustrate how coding variables can
highlight source...
Disproportionality in Special Education: Effects of Individual and School Variables on Disability Risk
Tập 79 Số 4 - Trang 475-494 - 2013
We examined the risk of disability identification associated with individual and
school variables. The sample included 18,000 students in 39 schools of an urban
K-12 school system. Descriptive analysis showed racial minority risk varied
across 7 disability categories, with males and students from low-income
backgrounds at highest risk in most disability categories. Multilevel analyses
showed that ...
Self-Determination Skills and Opportunities of Transition-Age Youth with Emotional Disturbance and Learning Disabilities
Tập 72 Số 3 - Trang 333-346 - 2006
This study examined the self-determination of adolescents with emotional
disturbance (ED) and learning disabilities (LD) from the perspectives of special
educators, parents, and the students themselves. Differences in
self-determination ratings were associated with both disability group and
respondent. Specifically, adolescents with ED were found to have lower ratings
of self-determination than st...
Looking outside and inside: Self-Concept Development of Gifted Adolescents
Tập 67 Số 4 - Trang 535-548 - 2001
The internal/external frame of reference model (Marsh, 1986) was proposed to
explain the development of academic self-concepts for general ability samples.
Recent research calls into question the model's applicability for gifted
adolescents' academic self-concept development. This model was examined for 131
adolescents participating in a summer program for academically talented
students. Results s...
Intellectual, Academic, and Behavioral Functioning of Students with High-Incidence Disabilities: A Cross-Categorical Meta-Analysis
Tập 72 Số 1 - Trang 47-63 - 2005
A meta-analysis of 58 studies was performed in which IQ, academic achievement,
and behavior characteristics were examined across students with learning
disabilities (LD), mild intellectual disabilities (MID), and
emotional/behavioral disabilities (E/BD). The effect sizes between students with
LD and MID were the largest in the domains of IQ and academic achievement, and
the differences involving p...