An Examination of Statistical Interactions in the Special Education Literature

1986 ◽  
Vol 20 (1) ◽  
pp. 31-42 ◽  
Author(s):  
Nancy J. Kaufman ◽  
Curtis Dudley-Marling ◽  
Ronald L. Serlin
Keyword(s):  
Special Education ◽  
Education Literature ◽  
Statistical Interactions

Journal Relationships in Special Education

1972 ◽  
Vol 38 (9) ◽  
pp. 695-703 ◽  
Author(s):  
Francis Narin ◽  
Daniel Garside
Keyword(s):  
Special Education ◽  
Education Research ◽  
General Education ◽  
Research Literature ◽  
Journal Literature ◽  
Education Literature ◽  
Psychology Literature ◽  
Relationship Of ◽  
The Relationship ◽  
Selection Of

The bibliographic citations in a selection of special education, general education, and psychology journals were analyzed to determine the journals of importance to special education research and the relationship of the special education literature to the general education and psychology literature. It was found that the journal literature of psychology is cited heavily both by journals in special and general education and also that special education journals minimally cite general education journals. The structure of the research literature resembles the letter Y, with the two upper branches of special and general education rather independent of each other but both dependent on a common base of psychology.

Resettlement Education Case Managers’ Roles Supporting Refugee Families With Children With Disabilities

2021 ◽  
pp. 002246692110188
Author(s):  
Nicole B. Adams ◽  
Rosa Milagros Santos
Keyword(s):  
Special Education ◽  
Children With Disabilities ◽  
The United States ◽  
Case Managers ◽  
Structured Interviews ◽  
Education Literature ◽  
Refugee Families ◽  
Special Education Process ◽  
Families With Children ◽  
Education Process

Refugees have been resettling in the United States for decades, but there has been little attention in the special education literature to this population. The existing literature notes numerous systemic barriers refugee families and professionals encounter but has not investigated the roles of professionals in refugee resettlement agencies in supporting families who have children with disabilities. In this study, we used semi-structured interviews to explore resettlement education case managers’ (ECMs) roles and experiences assisting refugee families to access special education. Our findings revealed that ECMs provided intensive support to newly resettled families by educating them on the special education process, connecting them with supports, and sharing information about disability characteristics. Implications for research and practice are also provided.

scholarly journals Perspectives of Special Education: Literature Review and Interview

2019 ◽  
Vol 10 (09) ◽  
pp. 1973-1981
Author(s):  
Elizabeth Block ◽  
Mary Breaud ◽  
Caroline McNulty ◽  
Tiffany Papa ◽  
Mistie Perry
Keyword(s):  
Special Education ◽  
Literature Review ◽  
Education Literature

scholarly journals Combining Like Terms: A Qualitative Meta-synthesis of Algebra I Interventions in Mathematics and Special Education

2020 ◽  
Vol 8 (3) ◽  
pp. 219
Author(s):  
Rebecca A. Dibbs ◽  
Brittany L. Hott ◽  
Amelia Martin ◽  
Leslie Raymond ◽  
Taylor Kline
Keyword(s):  
Special Education ◽  
Mathematics Education ◽  
Special Educators ◽  
Algebra I ◽  
Algebraic Thinking ◽  
Algebraic Reasoning ◽  
Student Centered ◽  
Education Literature ◽  
Algebra Instruction ◽  
Mathematics Difficulty

Many students struggle with the transition from arithmetic to algebra. Despite meta-analytic work on algebra instruction and calls for meta-syntheses of mathematics education topics, little has been done to synthesize the corpus of qualitative mathematics education research in algebra. The purpose of this meta-synthesis is to summarize the techniques teachers use to elicit algebraic thinking from students with mathematics difficulty or disability in the mathematics and special education literature. Although both mathematics and special educators used student-centered and collaborative techniques to encourage students to share algebraic reasoning, students with mathematics difficulty and disability struggled to participate meaningfully, and directions for further critical work in algebra are specified.

Speech-Language Pathology in the Peace Corps: Necessity and Sustainability

2012 ◽  
Vol 2 (1) ◽  
pp. 11-18
Author(s):  
Melissa A. Pierce
Keyword(s):  
United States ◽  
Special Education ◽  
Peace Corps ◽  
People With Disabilities ◽  
Communication Disorders ◽  
The United States ◽  
Speech Language Pathology ◽  
Speech Language Pathologists ◽  
Language Pathology

In countries other than the United States, the study and practice of speech-language pathology is little known or nonexistent. Recognition of professionals in the field is minimal. Speech-language pathologists in countries where speech-language pathology is a widely recognized and respected profession often seek to share their expertise in places where little support is available for individuals with communication disorders. The Peace Corps offers a unique, long-term volunteer opportunity to people with a variety of backgrounds, including speech-language pathologists. Though Peace Corps programs do not specifically focus on speech-language pathology, many are easily adapted to the profession because they support populations of people with disabilities. This article describes how the needs of local children with communication disorders are readily addressed by a Special Education Peace Corps volunteer.

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