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Early childhood teacher preparation programs offer a curriculum that centers the White normative perspective (i.e., devoid of diverse perspectives). Because the young children and families that these teachers will work with are representative of the U.S. demographic, it is important that these programs consider alternate ways of preparing their early childhood teachers. This paper examines how teacher preparation in early childhood programs operate in paradigms that perpetuate White Supremacy and hinders Black family engagement. Critical frames such as BlackCrit are useful as we look for ways to improve curricular and instructional approaches in teacher preparation. We believe that teacher preparation programs are the conduit for preparing teacher educators with the knowledge that "anti"blackness can be disrupted and dismantled through critical consciousness around race. In this article, a discussion of (a) a foundational context regarding teacher accreditation and preparation for early childhood education (ECE) candidates, (b) the integration of culturally sustaining pedagogies in ECE preparation, (c) a BlackCrit theoretical framework to examine and dismantle "anti"blackness in ECE preparation programs, and (d) how to dismantle "anti"blackness when engaging with Black families. Finally, recommendations are suggested for ECE teacher preparation programs seeking to dismantle "anti"blackness.

A self-talk monitoring and goal-oriented thinking (STM+GOT) intervention package was used to teach four U.S. middle school students with high-incidence disabilities to develop and track progress toward self-determined behavioral goals. A multiple baseline across participants design was used to determine the effects of STM+GOT on both behavior and academics during independent academic work. The intervention consisted of four phases including baseline, student training of STM+GOT, intervention in a self-contained classroom, and generalization in an inclusive classroom. Data on students' target behavior were collected using momentary time sampling with 1-min intervals over a period of 15 consecutive minutes. Permanent product recording was used to collect data on the work tasks of each student. Results indicated that all four students decreased their occurrences of their target behavior across both intervention and generalization; three of the four students increased work completion rates but with less consistency than the change in target behaviors. Implications for practice and future research are discussed.

The COVID-19 pandemic made the use of technology across K-12 schools mandatory and ubiquitous. This sudden shift in teaching and learning highlighted educational disparities and created service disruptions for culturally and linguistically diverse (CLD) students with disabilities. One disruption, in particular, is the provision of behavioral interventions for CLD students with emotional and behavioral needs while learning at home. Unfortunately, families are often not equipped with the skills and knowledge to implement these interventions, and CLD families need coaching that is responsive to their cultural and linguistic needs. Therefore, in this article, we describe a process that includes (a) funds of knowledge as a framework to challenge teacher perceptions of CLD families by highlighting their cultural and cognitive resources, (b) family coaching using funds of knowledge framework and online tools, (c) key components prior to behavior intervention plan (BIP) development, and (d) a step-by-step description of how the BIP can be developed and implemented at home with CLD families using this coaching model.

Using a 3-Round Delphi Technique, the current study aimed to ascertain consensus regarding parents' thoughts about the school, home, and community protective factors (i.e., preventive behavior interventions, behavior resources) needed to prevent adolescents from referral to behavior school and subsequent involvement in the juvenile system. A convenience sample of forty-nine (N = 49) parents served as expert panelists, as they each had an adolescent between 15 and 19 years old who was attending high school. Consensus was set at 80% prior to beginning the study. Results indicated that there was consensus regarding parents' beliefs that access to information and services, parent involvement, and community programs and activities were important, as they were protective factors that cut across school, home, and community contexts. Conclusions, limitations, and suggestions are also presented for the study.

A strengths-based approach to transition assessment and planning can ensure that special education services are person-centered. To better understand the strengths and needs of students with emotional and behavioral disorders (EBD), we compared the perceptions of students and their teachers from three public high schools. A convergent mixed-methods analysis of transition assessments, interviews, and educational documents revealed significant differences between perspectives. On the "Transition Planning Inventory-2," student ratings (n = 8) were higher than teacher ratings (n = 8) on 8 out of 11 domains. Interview transcripts and transition plan documents revealed differences in strengths and needs related to career-related skills, academic subjects and skills, and personal characteristics. Based on these findings, we provide suggestions for further research and implications for practice.

Co-teaching is the fastest growing inclusion model in the United States. Yet, the effectiveness of this model from the student perspective is largely under researched. Over a six-week period of systematic implementation of co-teaching models, this study quantitatively compared student and teacher perceptions of the effectiveness of the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Quantitative analyses demonstrated statistical interactions between student and teacher perceptions. These findings differ from previous research in that they focus primarily on student perceptions in order to gain a better understanding of the impacts of co-teaching on students.

This article explores the roles of potential transition team members as expressed by students via a social support survey and semi-structured interviews. The sample included eight male students with EBD served primarily in self-contained special education settings at three high schools. Results from the survey indicated that students received most support from teachers and close friends even though support from parents was rated as most important. Additional themes emerged from interviews, including the overarching theme that students tended to prefer support from individuals who were caring, motivational, and personal. In many cases, students had negative perceptions or limited interaction with potential transition team members. Implications for practice and future research related to student-centered planning and stakeholder coordination are discussed.

Increasingly, educators have been charged with delivering academic and other instruction to groups of students who are culturally unlike themselves. What teachers know regarding the attitudes toward cultural diversity can be a powerful determinant of the academic, social, and behavioral opportunities and outcomes for students from culturally and linguistically diverse backgrounds in special education. Teachers are encouraged to integrate culturally responsive (CR) practices across the special education experience to better address the needs of these students. Typically, when included, it is in the areas of school discipline (behavior), transition, and family involvement. In this article, the authors discuss (a) the minoritization of students from culturally and linguistically diverse backgrounds, (b) the effects of forced special education (e.g., overrepresentation and disproportionality), and (c) current CR practices in special education (e.g., working with families, classroom and behavior management, and transition services). Suggestions for creating culturally sustaining and inclusive environments in special education are recommended.

The potential benefits of co-teaching for students with disabilities are numerous, but more research is needed to ascertain the effectiveness of and preferences toward the current models. The purpose of this study was to (1) investigate student and teacher perceptions regarding the five co-teaching models (i.e., One Teach/One Assist, Station Teaching, Parallel Teaching, Alternative Teaching, and Team Teaching) as outlined, and (2) compare teacher and student perceptions to determine the impact on learning and teaching behaviors (i.e., classroom management, teaching model, confidence, engagement, learning, motivation, behavior, differentiated instruction, teacher authority, and work requirements). The results indicated that students and teachers perceive differences among the five co-teaching models and applies statistical data to previous findings that the one teach/one assist co-teaching model is ineffective.

Teacher candidates, because of their lack of experience, often display signs of apparent understanding which leads to professional practice and behaviors that are blind, impulsive and many times not appropriate. Through dialogue and reflection, the authors became concerned as to how to scaffold a richer learning opportunity that would lead toward a more effective and engaging practice. In order to deepen teacher candidate pedagogical understanding, the authors implemented an action research project to address the issue. In this article, the authors characterize action research, share their lived experiences regarding how they have improved their professional practice in preparing special education teacher candidates by creating a systematic process for reflection, and describe how to use the KALH (Knowing, Affective, Learning, and Happening) to assist pre-service teachers in their attempt to scaffold their learning. Provided are (a) what we learned from the action research, and (b) examples regarding how the KALH reflection strategy might be used by following the reflection process.

The aim of this manuscript is to address the significant void in the literature related to technology integration for culturally and linguistically diverse (CLD) students with disabilities living in urban communities. Given that the vast majority of CLD students attend school within urban districts, the focus of this article is to (a) identify and address the challenges students and educators encounter with technology integration in urban environments, (b) deconstruct the discrepancy between the need and the ability to implement AT and I/ET in urban school settings, and (c) identify and provide relevant resources and recommendations for educators working in urban school districts who have limited access to I/ET.

This study examined the influence of sex and racial discrimination on academic alienation among Iranian university students. Two groups of 60 girls (30 Turkish and 30 Persian) and 60 boys (30 Turkish and 30 Persian) were sampled through multi-stage cluster sampling from among first-year Tabriz University students in Tabriz, Iran. All participants, between 18 and 22, were asked to respond on an academic alienation questionnaire. The findings of a two-way ANOVA revealed that girls and Turkish speakers had higher levels of academic alienation compared to boys and Persian speakers. An investigation of interactional effects indicated that Turkish girls demonstrated the highest levels of academic alienation, with no significant effects in the powerlessness dimension. Finally, the effects of the factors relevant to academic alienation (e.g. racism and sexism) were discussed.

This aim of this current research was a multi-level analysis of the relationship between school culture, basic psychological needs, and adolescents' academic alienation. One thousand twenty-nine (N = 1,029) high school students from Qom City were randomly selected through a multi-phase cluster sampling method and answered questions regarding academic alienation, school culture, and basic psychological needs. Using HLM software for data analysis, the findings revealed that individual-level basic psychological needs had a negative and significant effect on academic alienation. Regarding school level, the effects of student--teacher relationship and educational opportunity on the academic alienation were negative and significant. In general, research findings emphasized the importance of studying multi-level factor roles and their relationship to academic alienation.

The purpose of this study was to improve access to general education curricula, through the use of an iPad, for students with intellectual disabilities (IDs). The participants were 72 students (kindergarten through eighth grade) identified as having an ID. During the 6-week study, the 41 students in the experimental iPad group received academic instruction and completed work via the iPad, while the 31 students in the control group received the same instruction via paper-and-pencil materials. Data were compared to determine the effects of the intervention on the academic content knowledge, work completion, and teacher perceptions of the engagement of students with IDs. Student perceptions concerning the use of the iPad as a learning tool were collected and evaluated. Analyses indicate that academic student achievement increased with both the iPad and traditional teaching methods and that performance was maintained. Additionally, the iPad usage had a significant effect on the work completion and engagement of students with IDs as indicated by work completion data and teacher perceptions of engagement. Moreover, students participating in the study responded favorably about using the iPad. Implications from these findings indicate that the iPad may be an effective learning tool for students with IDs.

Utilizing qualitative content analyses of two open-ended questions, the study sought to understand the perspectives of 18 in-service educators regarding White student racial privilege and the ways White teachers can use their power to mitigate those privileges. The findings indicate that teachers are aware of the advantages and privileges afforded to White students in the schools. The findings also indicate that educators are aware of strategies White teachers can use to address those advantages and make the schooling experience for non-White students more equitable. Implications for non-White students, as well as future research and practice are discussed. [ABSTRACT FROM AUTHOR]

In this article, the authors present a response-to-intervention (RTI) framework that both special and general education teachers can use in evaluating existing class structures and developing comprehensive classroom management plans for the purpose of managing challenging behaviors. They applied the concept of a three-tiered model of support at the classroom level for individual (or team) teachers. Ultimately, this three-tier support structure would be a part of a schoolwide Positive Behavior Support (PBS) model, but for many teachers or teams who are still addressing behaviors at a classroom level instead of schoolwide the RTI model provides an excellent structure to think about behavioral interventions. Special educators who teach in self-contained, resource, or collaborative classrooms can use the guidelines to create comprehensive classroom management plans. The framework provided includes evidence-based practices that teachers can apply at each tier of support. The plan incorporates guiding questions that direct teachers in selecting those practices that will best meet their context (i.e., grade level) and student population (i.e., students with and without disabilities, students at risk for school failure, students whose first language is not English). (Contains 2 figures.)

African American children continue to be overrepresented in special education classrooms. Despite this overrepresentation, there is a noticeable void in the literature concerning the family perceptions of special education and the impact these perceptions may have on parents' level of involvement. Therefore, this article discusses (a) African American family involvement in the educational process, including special education; (b) the perceptions of African American families concerning special education and how these perceptions might prevent parents from participating; (c) potential barriers to participation; and (d) suggestions for increasing the level of participation of African American families in the educational process. (Contains 1 table.)

Multiracial families make up the fastest growing demographic in the United States. Approximately 9% of the U.S. population is multiracial, and it is estimated that the numbers will climb to 21% by 2050. With this increasing population, educators have a new responsibility to meet the needs of these families. Education must begin to form partnerships with families to increase the social and academic achievement of children from multiracial backgrounds. The purpose of this article is to (a) identify the uniqueness of multiracial students and families, (b) provide recommendations regarding improving multiracial family partnerships, and (c) offer best practices and strategies for working effectively with multiracial children and youth in schools. (Contains 1 table.)

Responses to the School Factors Questionnaire (SFQ) administered to 222 students were used to ascertain student perceptions of alienating factors within secondary school environments. Descriptive statistics (i.e., frequency of responses to SFQ items) were used to report the data. The results indicated that although secondary students liked coming to school, regardless of their personal characteristics (i.e., placement in general vs. special education, gender, ethnicity), students reported similar alienating experiences associated with school life (e.g., the curriculum having little relevance to their lives, lack of pride concerning school, negative/no comments from principals and faculty, no involvement in curriculum planning). There needs to be a restructuring of secondary school environments before all students are able to re/connect to learning. The author discusses practical implications regarding what secondary school personnel can do to create more positive experiences for all students. (Contains 1 table and 1 figure.)

This article discusses three issues facing students of color and students considered at risk for school failure because of inequities in regard to technology: (1) technologies to which they do and do not have access; (2) the types of instruction typically used with the student population; and (3) barriers preventing equitable access to and instruction with technology. Recommendations to address these issues are offered. (Contains references.) (Author/DB)

Black males are overrepresented in the behavior disorder (BD) category in special education. They also experience lower academic outcomes than their peers with and without behavior disorders, As a result, they oftentimes feel alienated from school because of the cultural disconnect between their home and school culture. Therefore, it is important that teachers implement strategies that incorporate the students' home culture. By doing so, they begin to create classroom climates where Black students can thrive. One way to incorporate Black students' culture is through music (i.e., rap), as it allows students to tell their cultural stories. This culturally relevant (CR) music becomes that bridge between Black culture, school culture, and special education. This article introduces a rap strategy that teachers can use to help students tell their stories in their own voice. Using evidence-based practices (i.e., before, during, and after strategies), we show how rap narratives can be embedded into traditional special education instruction. [ABSTRACT FROM AUTHOR]

Abstract Students with disabilities (SWDs) are more at risk for being socially rejected and feeling isolated within the school environment. Student alienation has led to dropping out, increased gang activity, [...]

Co-teaching is the fastest growing inclusion model in the United States. Yet, the effectiveness of this model from the student perspective is largely under researched. Over a six-week period of systematic implementation of co-teaching models, this study quantitatively compared student and teacher perceptions of the effectiveness of the five most commonly used co-teaching models (i.e., One Teach/One Assist, Station Teaching, Alternative Teaching, Parallel Teaching, and Team Teaching). Quantitative analyses demonstrated statistical interactions between student and teacher perceptions. These findings differ from previous research in that they focus primarily on student perceptions in order to gain a better understanding of the impacts of co-teaching on students. [ABSTRACT FROM AUTHOR]