Exceptional children

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  Año 2022, Vol. 88, Número 4

  • Editorial

    • Preview

      John Wills Lloyd, William J. Therrien

      págs. 340-340

      

  • Original Research

    • Predictors of Access to Gifted Education: What Makes for a Successful School?

      Scott J. Peters, James S. Carter

      • Resumen

      págs. 341-358

      

    • Anti-Blackness and Racial Disproportionality in Gifted Education

      Francis A. Pearman, Ebony McGee

      • Resumen

      págs. 359-380

      

    • Special Education Teacher Preparation, Literacy Instructional Alignment, and Reading Achievement for Students With High-incidence Disabilities

      Roddy J. Theobald, Dan D. Goldhaber, Kristian L. Holden, Marcy L. Stein

      • Resumen

      págs. 381-400

      

    • Moderators of the Association Between Teaching Students With Disabilities and General Education Teacher Turnover

      Allison F. Gilmour, Sabina Rak Neugebauer, Lia E. Sandilos

      • Resumen

      págs. 401-420

      

    • The Effect of Supplemental Reading Instruction on Fluency Outcomes for Children With Down Syndrome: A Closer Look at Curriculum-Based Measures

      Seth A. King, Derek B. Rodgers, Christopher J. Lemons

      • Resumen

      págs. 421-441

      

    • Mind the Gap: Measuring Academic Underachievement Using Stochastic Frontier Analysis

      Deni Mazrekaj, Kristof De Witte, Thomas P. Triebs

      • Resumen

      págs. 442-459