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Children serviced under the Individuals with Disabilities Education Act (IDEA, 2004) receive special education services within the least restrictive environment based upon their strengths and needs. As such, children may receive services in a general education or more specialized setting. For some, they require an even more restrictive environment based upon their medical and physical needs, which is a homebound setting. Home-bound instruction is a special education service that occurs in a child's home, hospital, or institution. Guidelines have been provided as it relates to special education, but none have been specified to adapted physical education (APE). Therefore, the purpose of this article is to provide procedures for APE teachers to service children through homebound instruction. Keywords: Home setting, family engagement, collaboration, Within the United States in 2020-2021, there were 7.2 million children receiving special education services under the Individuals with Disabilities Education Act (IDEA; National Center for Education Statistics, 2022). IDEA [...]

Observation research can shed light on the degree to which students have access to research-based instruction and intervention. In this systematic review of reading observation research for students with and at risk for emotional and behavioral disorders, we sought to identify trends in the settings and student populations investigated and research methods used, as well as to determine the degree to which this student population has access to research-based reading instruction. Eleven studies meeting selection criteria were identified and coded to extract information that was salient to research questions. Although the extant observation research is limited, findings suggest that concerns raised by (Vaughn et al., Journal of Special Education 36:2-13, 2002) approximately 18 years ago remain. Study limitations, implications for school practice, and areas for future research are discussed., Author(s): John William McKenna [sup.1], Justin Garwood [sup.2], Michael Solis [sup.3] Author Affiliations: (1) grid.225262.3, 0000 0000 9620 1122, University of Massachusetts Lowell, College of Education, , 850 Broadway Street, [...]

Abstract Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified [...]

We synthesized empirical work to evaluate whether Black children are disproportionately overrepresented in special education. We identified 22 studies that met a priori inclusion criteria including use of at least I covariate in the reported analyses. Evidence of overrepresentation declined markedly as the studies included one or more of 3 'best-evidence' methodological features (i.e., analyses of individual-level data, a nationally representative sample, a control for individual-level academic achievement). Among 48 coefficient estimates from studies with the strongest internal and external validity, only I (2.1%) indicated significant overrepresentation. This coefficient suggested a school characteristic (a high percentage of minority students) that may help explain underrepresentation. None of the remaining 47 (97.9%) regression coefficients indicated that Black children's overrepresentation in special education was explained by misidentification based on race or ethnicity. Instead, the best evidence indicates that Black children are significantly less likely than otherwise similar White children to receive special education services., Black children have often been reported to be overrepresented in special education (e.g., Dunn, 1968; Oswald, Coutinho, Best, & Singh, 1999; U.S. Department of Education, 2015; Zhang, Katsiyannis, Ju, & [...]

In this article, two teacher educators describe and explain how they are reconceptualizing a pre-service teacher education course on inclusion using disability studies in education (DSE) scholarship. The DSE approach better connects the oft-separated field of diversity and inclusion, and builds on the program's overall focus on equity education. Using a critical reflective self-study approach, these researchers weave together scholarship about inclusive education with their lived classroom experiences in a teacher education program. They conclude that cultivating practical judgement in pre-service teachers is important to inclusive education. Keywords: inclusion, disability studies in education, special education, pre-service teacher education Deux professeurs dans un programme de formation des enseignants decrivent et expliquent leur reconceptualization d'un cours d'education inclusive informe par la recherche en etudes sur l'incapacite. Les etudes sur l'incapacite creent des liens entre les disciplines de la diversite et de l'inclusion et font la mise au point sur l'equite en education. Ces formateurs d'enseignants se servent d'une approche de pratique reflexive critique et auto-apprentissage et tissent l'erudition de l'education inclusive avec les experiences vecues des enseignants en formation. Les auteurs conclurent que le developpement du jugement pratique est d'une forte importance dans la formation des futurs enseignants. Mots-cles : inclusion, etudes sur l'incapacite, education specialise, formation des enseignants, Introduction In this article, we describe and explain how we are reconceptualizing our pre-service teacher education course on Inclusion using disability studies in education (DSE) scholarship. DSE work largely follows [...]

Variations of behavioral skills training (BST) have been used to teach behaviorally oriented skills such as discrete trial teaching, guided compliance, the implementation of the picture exchange system, and safe guarding students with physical disabilities. One area that has not received much attention is evaluating school staff's correct implementation of a behavior intervention plan (BIP). In the current investigation, we evaluated the use of BST to teach instructional staff in a special education setting how to correctly implement components of two students' BIPs. Training consisted of two different phases: (a) verbal instructions and modeling and (b) rehearsal of the procedures. Results indicated that BST is effective at teaching staff components of BIP and that all staff's implementation improved as a function of the training that was provided., Author(s): Ashley Hogan[sup.1] [sup.2] , Nikki Knez[sup.2] , SungWoo Kahng[sup.3] Author Affiliations: (1) University of Maryland, Baltimore County, Baltimore, MD, USA (2) Kennedy Krieger School, Kennedy Krieger Institute, Baltimore, MD, [...]

Constant time delay (CTD) and simultaneous prompting (SP) are effective response prompting procedures for teaching students with moderate to severe disabilities. The purpose of this study was to compare the efficiency of CTD and SP when teaching functional sight words to four students, 8-11 years of age, with moderate intellectual disability (ID) or dual diagnosis of moderate ID and autism spectrum disorder. An adapted alternating treatments design was used to evaluate the efficiency of CTD and SP procedures in regard to (a) percent of training errors, (b) total number of sessions, (c) mean minutes of training time, and (d) total number of trials through criterion. Results indicated that CTD resulted in fewer errors and SP required less instructional time, with mixed results for number of sessions and trials through criterion., Author(s): Rasheeda Swain[sup.1] , Justin D. Lane[sup.3] , David L. Gast[sup.2] Author Affiliations: (1) University of Georgia, 8213 Midnight Star Ct., 89145, Las Vegas, GA, USA (2) Communication Sciences and [...]

Ce texte propose une analyse sociohistorique du champ politique de l'adaptation scolaire au Québec. Il analyse les positions de trois groupes d'intérêt distincts, à savoir: les autorités politiques et administratives, les groupes d'intervenants et les bénéficiaires des politiques. Trois périodes différentes sont identifiées, couvrant une période d'approximativement 50 ans: 1963-1977, 1978-1994 et 1995-2010. Le texte soutient l'hypothèse d'un couplage entre l'actuel modèle de régulation des systèmes éducatifs et les savoirs issus du courant des résultats probants, particulièrement, le modèle psychomédical, tel qu'institutionnalisé dans le champ de l'adaptation scolaire. This text provides a socio-historical analysis of the political field of special education in Quebec. It analyzes the positions of three separate interest groups, namely the political and administrative bodies, groups of stakeholders and policy beneficiaries. Three different periods are identified, covering a period of approximately 50 years: 1963-1977, 1978-1994 and 1995-2010. The text supports the hypothesis of a coupling between the current educational system regulation model and the knowledge stemming from probing results, especially, the psychomedical model, as institutionalized in the field of special education. Remerciements Cette recherche a été rendue possible grâce à une subvention du gouvernement du Canada, dans le cadre du programme de subvention aux chercheurs postdoctoraux du MAECI/BCEI., Introduction Le Québec a vécu d'importants changements dans le mode de régulation de son système éducatif au cours des années 90. Ce changement est basé sur le transfert d'une partie [...]