Responding to the Needs of Early Career SETs through Educator Preparation Programs

Effective collaboration between special education teachers (SETs) and general educator teachers (GETs) is critical to better serve diverse students in the general education classroom. However, multiple areas of needs reported by early career SETs indicate that achieving the goal of effective collaboration is challenging. With a better understanding of the early experiences of SETs and their specific needs, GETs would be more suited to support early career SETs and increase effective partnerships across diverse educational settings. This article identified the needs of beginning SETs and discussed the directions of educator preparation programs in response of the reported needs

How to Review for the Journal of Case Learning and Exceptional Learners

Reviewers for JCLEL help to drive the progress of this open-access repository, storing the experiences of students with moderate to extensive support needs (M-ESN), their support systems, and their collaborators. This article supports the evaluation efforts of reviewers with descriptions of each consideration relevant to various submission types accepted by JCLEL. The rewards and opportunities of reviewing, from professional growth to service, are discussed and common questions are addressed. The presentation of this article is an example of a multi-media publication for JCLEL in which the primary file of the submission is a video or other Web 2.0 content

The Journey Behind and the Road Ahead

The editor\u27s note is a message from the editors of JCLEL addressed to the journal\u27s readership. In this note, the editors detail the establishment of the journal and the reader\u27s role in perpetuating high-quality case learning in special education

Effects of modified dialogic reading on listening comprehension and initiation skills to students with Autism Spectrum Disorders

Literacy plays a critical role to the life of students with Autism Spectrum Disorders (ASD). Although it is evident that individuals with ASD need effective literacy strategies for their school and post-secondary success, research shows that teachers who have students with ASD feel unprepared to use the effective literacy strategies at classroom (e.g., Garland, Vince, Vasquexz, 2013). One way to help the teachers to use the effective strategy at classroom is to provide professional development and ongoing support. Dialogic reading, an evidence-based practice (EBP), has been frequently used to improve oral language skills and listening comprehension of students with language impairment (Whitehurst & Lonigan, 1998). With this method, the adult reader encourages the child to become an active storyteller by incorporating systematic questions types and instructional sequence (Whitehurst & Lonigan; NELP, 2008). However, to meet the unique needs of students with ASD, literature indicates the need for considering their unique cognitive profile (e.g., systematic instruction, visual support). In response, Whalon and colleagues (2015) designed the modified dialogic reading, incorporating with visual supports and systematic instruction. This multiple-baseline across participants’ design of a single case design investigated the effects of professional development on one special education teacher’s use of the modified dialogic reading and its subsequent impact on the listening comprehension and initiation of young children with ASD. One special education and four young children with ASD participated in this study. The setting was a resource room of a private elementary school in the Southeast. Dependent variables included the rate of teacher fidelity of implementation, the rate of the students’ correct responses to fact- and inference-based questions and the frequency of students’ initiation. Results of this study indicated that the professional development plus ongoing coaching was effective in increasing and maintaining teacher fidelity of implementation. Findings also revealed that the modified dialogic reading was an effective way to promote listening comprehension and initiation of young children with ASD. Limitations, implications, and future directions are discussed

Clinical practice guideline for the diagnosis and treatment of pediatric obesity: recommendations from the Committee on Pediatric Obesity of the Korean Society of Pediatric Gastroenterology Hepatology and Nutrition

The Committee on Pediatric Obesity of the Korean Society of Pediatric Gastroenterology, Hepatology and Nutrition newly developed the first Korean Guideline on the Diagnosis and Treatment of Obesity in Children and Adolescents to deliver an evidence-based systematic approach to childhood obesity in South Korea. The following areas were systematically reviewed, especially on the basis of all available references published in South Korea and worldwide, and new guidelines were established in each area with the strength of recommendations based on the levels of evidence: (1) definition and diagnosis of overweight and obesity in children and adolescents; (2) principles of treatment of pediatric obesity; (3) behavioral interventions for children and adolescents with obesity, including diet, exercise, lifestyle, and mental health; (4) pharmacotherapy; and (5) bariatric surgery

Case Studies on Students With Idd and Moderate to Extensive Support Needs: A Document Analysis

Preparing special education teacher candidates in an authentic learning environment is challenging, but case studies provide effective practice-based learning opportunities. Unfortunately, there are limited case studies available that focus on students with intellectual and developmental disabilities (IDD) and moderate to extensive support needs (M-ESN). Furthermore, the quality of case studies varies. We conducted a document analysis of the literature and resources to (1) identify case studies that included students with IDD and M-ESN, (2) examine the components/features of case studies that included students with IDD and M-ESN, and (3) create a list of existing case studies on this population that EPPs can use in their programs. Using recommendations from Chabon and Cohn (2011), we analyzed 14 case studies that met inclusion criteria. Results indicated that most case studies for this population are narratives about secondary level students and included varied components of the case studies. Implications, limitations, and future suggestions are discussed