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Showing 1 - 39 of 39 Journals sorted alphabetically
Ankara University Faculty of Educational Sciences Journal of Special Education     Open Access  
Autismo e disturbi dello sviluppo     Full-text available via subscription   (Followers: 1)
Bilingual Research Journal     Hybrid Journal   (Followers: 8)
Career Development and Transition for Exceptional Individuals     Hybrid Journal   (Followers: 8)
Clinical Psychology and Special Education     Open Access   (Followers: 4)
Dislessia. Giornale italiano di ricerca clinica e applicativa     Full-text available via subscription   (Followers: 1)
Disturbi di Attenzione e Iperattività     Full-text available via subscription   (Followers: 3)
Exceptional Children     Full-text available via subscription   (Followers: 11)
Exceptionality Education International     Full-text available via subscription  
Frühförderung interdisziplinär     Full-text available via subscription   (Followers: 1)
Gifted and Talented International     Hybrid Journal   (Followers: 2)
Gifted Child Today     Partially Free   (Followers: 6)
Gifted Children     Open Access   (Followers: 3)
Global Journal of Health and Physical Education Pedagogy     Full-text available via subscription   (Followers: 2)
Journal for the Education of the Gifted     Hybrid Journal   (Followers: 12)
Journal of Applied School Psychology     Hybrid Journal   (Followers: 16)
Journal of Correctional Education     Full-text available via subscription   (Followers: 2)
Journal of Early Hearing Detection and Intervention     Open Access   (Followers: 3)
Journal of Gifted Education Research     Open Access   (Followers: 10)
Journal of ICSAR     Open Access  
Journal of Language Teaching and Research     Open Access   (Followers: 30)
Journal of Nonformal Education     Open Access   (Followers: 1)
Journal of Special Education and Rehabilitation     Open Access   (Followers: 23)
Journal of Special Education Technology     Full-text available via subscription   (Followers: 1)
Journal of Teaching in Physical Education     Hybrid Journal   (Followers: 6)
Jurnal Ortopedagogia     Open Access   (Followers: 2)
Jurnal Penelitian dan Pengembangan Pendidikan Luar Biasa     Open Access  
Learning & Perception     Full-text available via subscription   (Followers: 4)
Learning Disabilities : A Multidisciplinary Journal     Full-text available via subscription   (Followers: 8)
Learning Disability Quarterly     Hybrid Journal   (Followers: 20)
Lernen und Lernstörungen     Hybrid Journal   (Followers: 1)
Multiple Voices for Ethnically Diverse Exceptional Learners     Full-text available via subscription   (Followers: 4)
New Zealand Physical Educator     Full-text available via subscription  
Physical Disabilities : Education and Related Services     Open Access  
TEACHING Exceptional Children     Full-text available via subscription   (Followers: 4)
Tizard Learning Disability Review     Hybrid Journal   (Followers: 49)
unsere jugend     Full-text available via subscription   (Followers: 1)
Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete     Full-text available via subscription  
Zeitschrift für Psychodrama und Soziometrie     Hybrid Journal   (Followers: 1)
Similar Journals
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Exceptionality Education International
Journal Prestige (SJR): 0.205
Number of Followers: 0  
  Full-text available via subscription Subscription journal
ISSN (Print) 1918-5227
Published by Western University Homepage  [19 journals]
  • Working Together: Communication Between Stakeholders During the Transition
           from Early Intervention to School for Children Who Are Deaf or Hard of
    • Authors: Deirdre Curle et al.
      Abstract: The transition to school can be a complicated process for families of children with exceptionalities (Janus, Lefort, Cameron, & Kopechanski, 2007). Little is known about the transition to school specifically for children who are deaf or hard of hearing (D/HH). The aim of this study was to examine the communication that occurred among early intervention (EI) providers, parents, and teachers before and during the child’s first year of kindergarten. Thematic analysis was used to analyze six sets of parent interviews, pre- and post-transition, three interviews with EI providers, and three interviews with teachers of the deaf. Participants from each group described factors that facilitated or hindered the transition to school for D/HH children. Findings were interpreted through the framework of ecological systems theory, which indicate that high-intensity transition support and fluid communication facilitated the transition and fostered positive relationships among those involved in the child’s transition to school.
      PubDate: Tue, 07 Nov 2017 08:05:18 PST
  • The Impact of a School Board’s One-to-One iPad Initiative on Equity
           and Inclusion
    • Authors: Lori C. Kirkpatrick et al.
      Abstract: This paper examines the impact of a school board’s one-to-one iPad initiative on equity and inclusion. Data include: questionnaires from Grade 7–9 students, teachers, and administrators; focus groups with inclusion coaches; and interviews with classroom teachers. The results show that the iPads have supported equity among students in the district; there is now less disparity in terms of access to technology on the basis of families’ socio-economic status. The results show that the iPads have also supported the academic and social inclusion of students with exceptionalities; themes that arose across the data sources include: differentiation of content, access to grade-level curriculum, the appearance of sameness, communication and collaboration among students with and without exceptionalities, and positive student affect. Negative implications included the potential for students who struggle with self-regulation to be negatively affected and the potential for the technology to be used in socially exclusionary ways.
      PubDate: Tue, 07 Nov 2017 08:00:30 PST
  • Teaching and Learning in Two iPad-Infused Classrooms: A Descriptive Case
           Study of a Dual Classroom, School-Based Pilot Project
    • Authors: Kimberly Maich et al.
      Abstract: This multi-methods, descriptive case study examines attitudes and practices of classroom-based iPad use. The site is one inner-city, urban, publicly funded school, focused on two iPad-infused classrooms (Grade 2/3 and Grade 4/5). Data were collected from 5 educators and 35 students to investigate two research questions: How are iPads being utilized in student instruction' How do educators and students perceive the value of using iPads in the classroom' For this study, we analyzed the transcript of a focus group with five educators, data from 10 days of structured student observations, and the results from 35 student questionnaires. Five themes emerged from the focus group; the strongest related to pedagogical practices. Data related to student perceptions indicated a positive attitude toward iPads. They enjoyed iPad use, were concerned about equity issues, had high self-ratings about related skills, felt they used it most often in Mathematics, and indicated various preferred applications. Overall, iPads were used in 31.7% of observed instructional time, 94.7% of which was facilitated by classroom teachers. Of this iPad- based instructional time, 72.5% was for individualized teaching, typically in language and/or mathematics instruction. Our analysis culminates in recommendations for school leadership such as teaching prerequisite skills and providing ongoing technological supports.
      PubDate: Tue, 07 Nov 2017 08:00:23 PST
  • What Youths with Autism Spectrum Disorder and Their Parents Want from
           Social Competence Programs
    • Authors: Jeffrey WH MacCormack
      Abstract: Program designers develop a wide range of intervention programs to address the social challenges faced by children and youth with autism spectrum disorder (ASD) but it is not clear how those programs are perceived by families of youth with ASD and the extent to which those programs are accessed. To explore the perceptions of families of youth with ASD, 12 youths with ASD and 15 of their parents participated in 45–60 minute interviews about social intervention programs and completed the Social Responsiveness Scale, Second Edition. According to the families, the social programs created to help youth with ASD to socialize have not addressed their needs. The adolescents sought programs that provided activities that matched their interests and that were appropriate for their developmental stage. The parents reported that they were frustrated by barriers to service and weaknesses of design, which were obstacles to accessing programs that supported their children’s development.
      PubDate: Thu, 29 Jun 2017 08:45:41 PDT
  • Faculty Preparedness to Teach Students with Learning Disabilities:
           Developing an Instrument to Assess Faculty Perceptions
    • Authors: Kathryn D. Hansen et al.
      Abstract: Despite increasing rates of entry, students with learning disabilities (LD) continue to face barriers to completing post-secondary education. Faculty attitudes and knowledge are important factors in supporting students with LD, yet little is known about faculty preparation. No valid, reliable, easy-to-administer inventory exists to assess the perceptions of faculty about their preparedness for the task of teaching students with LD. The Faculty Preparedness Questionnaire (FPQ) was developed to measure faculty perceptions of preparedness for teaching students with LD based on two factors: knowledge and attitude. For this study, 101 community college instructors completed the original questionnaire consisting of 22 items. After factor analysis, the 17-item FPQ was determined to be a reliable and valid instrument for the measurement of instructor attitudes and knowledge as components of their perceptions of preparedness. This research contributes to the current dialogue regarding best practice for inclusive post-secondary education.
      PubDate: Thu, 29 Jun 2017 08:45:38 PDT
  • Social-Skill Interventions for Culturally and Linguistically Diverse
           Students with Disabilities: A Comprehensive Review
    • Authors: Sunyoung Kim et al.
      Abstract: Teachers and researchers have considered social-skill interventions to be an essential component in the development and progress of students with disabilities. However, there is still relatively limited research on these interventions for individuals from culturally and linguistically diverse (CLD) backgrounds. This literature review was conducted to examine the effectiveness of social-skill interventions for CLD students with disabilities in school settings. Electronic database searches and a manual search were completed to identify studies published between 2000 and 2017 (February). Seven studies (n = 18 participants) were identified for inclusion in this review, and five types of social interventions were identified. Most participants were male, aged between 8 and 13 years old, were considered at risk for having developmental delay or had developmental delay, and were identified as African Americans. The majority of studies we reviewed utilized single-subject research designs and focused on social interactions as the goal for their individual interventions. Peer-mediated interventions and social story intervention were the most frequently used interventions. Findings suggest that, when exposed to the social-skill interventions, CLD children with disabilities improved their social behaviours and skills. Some children with disabilities maintained and generalized these behaviours across settings or playmates.
      PubDate: Thu, 27 Apr 2017 19:00:02 PDT
  • Authentic Inclusion in Two Secondary Schools: "It’s the Full Meal Deal.
           It’s Not Just in the Class. It’s Everywhere."
    • Authors: S. Anthony Thompson et al.
      Abstract: Inclusive educational practices vary across Canada, and perhaps most especially in secondary schools. Researchers use the term authentic inclusion to describe exemplary inclusive educational institutions. Using an appreciative inquiry framework, two such high schools were identified and profiled within the Canadian province of Saskatchewan. Students with and without disabilities, parents and/or guardians, teachers, educational assistants, and other school-based personnel were interviewed using semi- structured protocols. Data were analyzed and two main interrelated themes emerged; the first, authentic inclusion: “the full meal deal—it’s everywhere”; and the second, inclusive pedagogies. Several sub-themes provide greater detail, namely: a) a broad and infused inclusive vision, (b) leadership: implementing the vision, (c) pushing all students beyond comfort zones, (d) no to the new exclusion, and lastly, (d) rejection of false dichotomies: specialized care vs. social inclusion. In the final section, the notion of hope is taken up, as it hearkens back to the appreciative methodology, and more generally, to the promise of authentic inclusive education. We explore the notion of hope-filled schools, and students’ hopes for the future. Hope may be a critical element in the practice of authentic inclusion for students with disabilities.
      PubDate: Wed, 29 Mar 2017 09:19:32 PDT
  • Comparing Service Delivery Models for Children with Developmental Delays
           in Canada: Adaptive and Maladaptive Behaviours, Parental Perceptions of
           Stress and of Care
    • Authors: Ingrid E. Sladeczek et al.
      Abstract: This study compares two service delivery models (community-based and centre-based), examining them in light of children’s adaptive and maladaptive behaviours, and parental perceptions of stress and of care. More specifically, parents of 96 children with developmental delays assessed their children’s adaptive and maladaptive behaviours and rated their own perceived levels of stress as well as their perceptions of care from service providers. Findings indicated that children from the community-based sites were perceived as having less severe social skill deficits than those from centre-based sites. Regarding parental stress, mothers from community-based settings reported more challenges with their child’s father than did the mothers from centre-based settings; and fathers from the community-based settings reported more challenges related to their health than did the fathers from the centre-based settings. Regarding care, parents from the centre-based settings had more positive perceptions of care than did parents from the community-based settings. Therefore, in general, parents receiving services within community-based settings reported fewer positive perceptions of care and more challenges than those from centre-based settings. Overall, the results of this investigation can inform future programming for community- and centre-based service delivery systems. More specifically, the findings highlight the important role that family-centred care can play in supporting the needs of children with developmental delays and their families; particularly for families using community-based services.
      PubDate: Wed, 29 Mar 2017 09:05:41 PDT
  • Core or Immersion' Canadian French-Second-Language Teacher
           Candidates’ Perceptions and Experiences of the Best and Worst Program
           Options for Students with Learning Difficulties and for English Language
    • Authors: Katy Arnett et al.
      Abstract: Responding to the needs of and/or including students with different need profiles has been an area of focus within Canadian French Second Language (FSL) education for many years. This study draws on quantitative data from two questionnaires (administered before and after Canadian teacher candidates in FSL education completed their practica) and on qualitative interview data from a volunteer sample of questionnaire participants. The purpose of the study was to explore how these participants viewed the best and worst FSL program options, among four choices, for students who had learning difficulties or who were English language learners, and to see the extent to which these views could be linked to their practicum experience. Though some participants did mention less common programs, most participants restricted their responses to the traditional FSL program dichotomy of core French and French immersion. We noted differences in the participants’ views according to the program of their student teaching practicum and according to the learning need under consideration. Implications for FSL teacher education and FSL education are discussed. In particular, we recommend providing research information to teacher candidates at the Bachelor of Education level in order to encourage teacher candidates to consider evidence as they move toward greater inclusion in FSL; given that these future teachers will need to support varying student needs in their career, this information should be included in their preparation.
      PubDate: Wed, 01 Mar 2017 07:23:41 PST
  • Evaluating Pedagogy and Practice of Universal Design for Learning in
           Public Schools
    • Authors: Lora Lee Smith Canter et al.
      Abstract: How can education change to meet the demands of effectively educating an increasingly diverse student population with the skills, knowledge, and abilities they need to be productive and successful citizens in the 21st century' One possible solution is to create classrooms, teachers, and schools that embrace the progressive and inclusive practices espoused by Universal Design for Learning (UDL). In addition to being rooted in UDL pedagogy, classrooms designed to meet the challenge of 21st century education need to substantially integrate and utilize advances in technology. The vanguard of literature to date in UDL could be characterized as rhetorical advocacy. That is, UDL literature is in the early stages of introducing and promoting UDL pedagogy, but to date there is not a research base strong enough to establish UDL as a scientifically validated intervention (Edyburn, 2010). UDL might sound like a good idea, but until the research base turns the corner from advocating to assessing and measuring UDL outcomes, the promise of this approach will not be realized. This article describes a study exploring effects and outcomes of a professional development program on the perceptions and practice of UDL principles in K–12 public school inclusive classrooms, and could be one step toward bridging the gap from a good idea to a solidified best practice. Specifically, this study investigated a professional development program’s effect on teachers’ perceptions, conceptualizations, and implementation of UDL principles and practice in their classrooms.
      PubDate: Wed, 01 Mar 2017 07:23:36 PST
  • Exploring Mental Health Literacy Among Pre-Service Teachers
    • Authors: Jessica Whitley et al.
      Abstract: Worldwide, prevalence rates of students experiencing mental health difficulties are growing, with only one in five receiving treatment. The role of teachers in collaborative efforts both to identify and to provide effective services for these students is an essential one. However, scant research has explored the mental health literacy of pre-service teachers. In the present study, 186 pre-service teachers completed a vignette-based measure (Child or Adolescent version based on each teacher’s experience) in order to assess their mental health literacy, comprised of beliefs and knowledge. Results indicate that participants expressed lower efficacy when teaching children or adolescents with externalizing as compared to internalizing behaviours but believed that a child or adolescent experiencing behaviours indicative of depression was of the greatest concern and in need of intervention. Pre-service teachers were able to correctly identify cases of anxiety and ADHD, but many attributed behaviours typical of depression to home life difficulties (Child version) or substance use/abuse (Adolescent version). Results are discussed in light of previous research in the field; recommendations for future research and practice are provided.
      PubDate: Thu, 22 Dec 2016 05:53:07 PST
  • Pre-service Teacher Education for Mental Health and Inclusion in Schools
    • Authors: Melanie-Anne Atkins et al.
      Abstract: Pre-service teacher education in mental health and mental health literacy is essential to creating the conditions necessary to support the mental health and wellness of children and youth in schools. Many teachers report never having received any education about mental health, but recognize the importance of this knowledge in meeting the needs of their students in regular classrooms. This article describes the development of a completely online mental health course organized around five learning objectives and delivered in a large pre-service teacher education program in Canada. Next, this article presents the results of research to evaluate impact on the pre-service teacher education students. Results are organized into expected and unexpected learning outcomes. Implications for further research and practice are shared.
      PubDate: Thu, 22 Dec 2016 05:53:04 PST
  • Teacher Candidate Mental Health and Mental Health Literacy
    • Authors: Jennifer Dods
      Abstract: Providing teacher candidates with a strong foundation in mental health literacy during their teacher education program is crucial in ensuring novice teachers are prepared to support the mental health needs of their students. In addition to responding to students, teacher candidates are typically at an age when mental health disorders are common and their personal mental health during the program also needs to be considered. In the current study, a survey was conducted with 375 teacher candidates in order to extend our understanding of the personal mental health and mental health literacy of pre-service teachers. Results showed that teacher candidate mental health was similar to the general population, with 77% reporting positive personal mental health. Teacher candidates did report high levels of stress. Teacher candidates had considerable personal and professional experience with mental health prior to starting the program and reported positive attitudes and moderate levels of knowledge about mental health disorders. Despite considerable experience and a positive perspective, teacher candidates did not feel ready or competent to support the mental health of students. Current teacher education programs should consider building on the knowledge and experience the teacher candidates bring, and enhancing their capacity to translate that knowledge into the classroom setting.
      PubDate: Thu, 22 Dec 2016 05:53:00 PST
  • Facilitating Academic and Mental Health Resilience in Students with a
           Learning Disability
    • Authors: Lisa Piers et al.
      Abstract: This qualitative study explored the educational journeys of five postsecondary students with learning disabilities (LD) from the perspective of the students and their families. Using a resilience lens, it examined the challenges that they faced and the capacities and resources that facilitated their resilience and helped them achieve their current level of academic achievement and mental health. A retrospective, multiple case study design was used, and a series of three interviews was conducted with each university student with an LD and their families. The participants identified a number of interactions among the students and their parents, teachers, and peers that helped shape and develop the capacities they needed in order to negotiate for the supports and resources that sustained their well-being. These capacities included an awareness and acceptance of their LD and themselves as learners, the self-advocacy skills they needed in order to seek out and negotiate for the supports and accommodations that would help them succeed, the ability to set lofty yet attainable goals, the perseverance to work toward these goals in spite of setbacks and challenges, and the willingness to use the supports and resources that were available to them.
      PubDate: Thu, 22 Dec 2016 05:52:56 PST
  • Emerging Mental Health Diagnoses and School Disruption: An Examination
           Among Clinically Referred Children and youth
    • Authors: Shannon L. Stewart Dr. et al.
      Abstract: Previous research linking school disruption with mental health problems has largely relied on assessments of academic achievement to measure school disruption. Early disruptive classroom behaviour (e.g., conflict with school staff, negative attitudes toward school), however, may precipitate poor academic performance and may stem from emerging mental health concerns, particularly among young children. To address this gap in the literature, 912 clinically referred children and youth (ages 4–18 years old) were assessed using the interRAI Child and Youth Mental Health (ChYMH) assessment utilizing a cross-sectional study design. The ChYMH assessment evaluates school disruption independently of academic achievement, and includes a comprehensive assessment of the child’s mental health functioning, needs, and preferences. A logistic regression analysis revealed that various provisional mental health diagnoses (i.e., attention-deficit/hyperactivity disorder, disruptive behaviour, mood disorders, and, to a lesser extent, anxiety) were associated with disruption in the classroom. Implications for school-based care planning are discussed.
      PubDate: Thu, 22 Dec 2016 05:52:52 PST
  • Exploring and Promoting Mental Health Literacy and Outcomes: Introduction
           to the Special Issue
    • Authors: Jessica Whitley et al.
      Abstract: Guest editor introduction to the special issue
      PubDate: Thu, 22 Dec 2016 05:52:49 PST
  • Children's Voices: Perspectives on Using Assistive Technology
    • Authors: Robin E. Schock et al.
      Abstract: Rarely are the views of children with learning disabilities elicited. In this study, we used focus groups involving eight students with learning disabilities to explore their self-perceptions as learners and writers using assistive technology (AT). Three groups of two to three Grade 4–8 students and their parents participated in the qualitative study. Both student and parent responses provided data for thematic analysis that resulted in three themes: (a) changes in students’ self-perceptions as learners; (b) student and parental self-reported benefits of using assistive technology; and (c) inconsistencies in approaches to using assistive technology in schools. The implications for education are greater attention to the views of elementary school children; greater focus on the use of AT in the classroom; and greater AT training for teachers in order to better support the use of AT by students with LD.
      PubDate: Mon, 21 Nov 2016 11:18:39 PST
  • Resilience in the Face of Adversity: Stories from Adults with Fetal
           Alcohol Spectrum Disorders
    • Authors: Lyndsay Knorr et al.
      Abstract: This study explored the school and life experiences of four adults diagnosed with a fetal alcohol spectrum disorder (FASD) from an urban area in western Canada. Semi-structured interviews provided insight into the lives of these adults, including their experiences with this disorder as it related to their social interactions and peer relationships in elementary school, high school, and the community. Their educational and life experiences were examined with the goal of understanding how success is achieved among these individuals. Three major themes emerged from participant interviews: (a) “I don’t fit in”: negative school experiences leading to anger and frustration toward diagnosis; (b) intergenerational alcoholism, child abuse, and drug addiction; and (c) healing the wounds: sources of strength, success, and helping others. Despite the hardships these participants faced, they each found sources of strength and success that have allowed them to be resilient in the face of adversity.
      PubDate: Thu, 17 Nov 2016 09:53:02 PST
  • Structured Intervention as a Tool to Shift Views of Parent–Professional
           Partnerships: Impact on Attitudes Toward the IEP
    • Authors: Mariana Mereoiu et al.
      Abstract: The Individualized Education Program (IEP) is the roadmap that helps educators and families drive the education of students with disabilities, improve outcomes, and fulfill each child’s potential. However, the IEP can be challenging due to the large number and diversity of stakeholders, dynamics and culture of collaboration, and the complex procedures guiding the referral, evaluation, and placement. This study describes changes in attitudes toward the IEP reported by special educators and parents participating in a statewide six-month collaborative training model. Pre- and post-test data analysis indicates an interaction effect on overall attitude toward the IEP, with parents’ ratings of the value of the IEP decreasing at the end of the training and teachers’ ratings increasing. Moreover, special educators’ significantly higher ratings of the value of team planning for the IEP indicate enduring pre- and post-intervention differences. These findings have implications for school districts and agencies providing professional development to improve collaboration in IEPs.
      PubDate: Tue, 13 Sep 2016 07:28:32 PDT
  • Sustainability of Disability-Related Services in Canada and Israel: Will
           the Real Universal Design Please Stand Up'
    • Authors: Catherine Susan Fichten et al.
      Abstract: We have examined the sustainability of providing services for students with disabilities in higher education in Canada and Israel. The two countries differ in their approaches: Israel subscribes to the accommodations model of service delivery; Canada, to the universal design approach. Case examples of services to students with disabilities in Canada and Israel are used to illustrate these approaches in a descriptive, illustrative study of 214 students with disabilities in Israel and the 127 in Canada who self-reported a disability and who had or had not registered for disability-related services from their school. Contrary to expectation, the Canadian sample (universal design) had a larger proportion of students with disabilities registered for disability-related services than the Israeli sample (accommodations model). Moreover, in Israel, disability- related services were extended to more diverse populations. While the universal design model has the potential to enhance sustainability of disability-related services in higher education, this has yet to be demonstrated empirically. Recommendations for increasing sustainability through universal design are made.
      PubDate: Mon, 18 Jul 2016 14:24:13 PDT
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