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Disparities in Access to Well-Qualified, Well-Supported Special Educators across Higher- versus Lower-Poverty Schools over Time
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Bettini, Elizabeth; Nguyen, Tuan D.; Gilmour, Allison F.; Redding, Christopher – Exceptional Children, 2022
Scholars have documented long-standing disparities in access to well-qualified, well-supported teachers, including disparities in access to special education teachers (SETs), based on student socioeconomic status. In response, policy initiatives have aimed to incentivize teaching in higher-poverty schools. Thus, we examined changes over time in…
Descriptors: Educational Quality, Teacher Competencies, Special Education Teachers, Poverty
Working Conditions and Special Educators' Reading Instruction for Students with Emotional and Behavioral Disorders
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Mathews, Hannah Morris; Lillis, Jennifer L.; Bettini, Elizabeth; Peyton, David J.; Pua, Daisy; Oblath, Rachel; Jones, Nathan D.; Smith, Stephen W.; Sutton, Rachel – Exceptional Children, 2021
Working conditions may be an important lever to support special educators' reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators' reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to…
Descriptors: Teaching Conditions, Special Education Teachers, Reading Instruction, Students with Disabilities
Special Educators' Working Conditions in Self-Contained Settings for Students with Emotional or Behavioral Disorders: A Descriptive Analysis
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O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth; Cumming, Michelle M.; Ragunathan, Maalavika; Sutton, Rachel – Exceptional Children, 2019
Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less effective workforce teaching students with significant behavioral and academic needs. Working…
Descriptors: Special Education Teachers, Teaching Conditions, Self Contained Classrooms, Emotional Disturbances
Predicting Special Educators' Intent to Continue Teaching Students with Emotional or Behavioral Disorders in Self-Contained Settings
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Bettini, Elizabeth; Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Ragunathan, Maalavika; Sutton, Rachel; Chopra, Akash – Exceptional Children, 2020
Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which…
Descriptors: Special Education Teachers, Intention, Students with Disabilities, Emotional Disturbances
Where Students with the Most Significant Cognitive Disabilities Are Taught: Implications for General Curriculum Access
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Kleinert, Harold; Towles-Reeves, Elizabeth; Quenemoen, Rachel; Thurlow, Martha; Fluegge, Lauren; Weseman, Laura; Kerbel, Allison – Exceptional Children, 2015
Surveying 15 states and 39,837 students, this study examined the extent to which students who took an alternate assessment based on alternate achievement standards in the 2010--2011 school year had access to regular education settings and the extent to which that access correlated with expressive communication, use of an augmentative or…
Descriptors: Severe Mental Retardation, Student Placement, Curriculum, General Education
The Effectiveness of Modified Cognitive Strategy Instruction in Writing with Mildly Mentally Retarded Turkish Students
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Guzel-Ozmen, Ruya – Exceptional Children, 2006
This study investigated the effectiveness of Modified Cognitive Strategy Instruction in Writing (CSIW) with mildly mentally retarded students' skills in writing problem/solution texts. Participants were from two self-contained and multiage classrooms in Turkey. Instruction had a positive impact on the amount of time students spent planning and…
Descriptors: Foreign Countries, Mild Mental Retardation, Mixed Age Grouping, Writing Strategies