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Evaluating and Using Literature Including People with Disabilities in All Classrooms
By Mary Ellen Oslick, Stetson University; Mary Pearson, University of Central Arkansas in Conway, Arkansas Issue: Winter 2016 DOI: 10.64546/jaasep.300 For many years, minority groups...
High Stakes Testing in the 21st Century: Implications for Students in Special Education
By Lola Gordon Issue: Winter 2016 DOI: 10.64546/jaasep.295 Throughout history standardized tests have been used to gather data on student achievement. Results from standardized tests...
The Perspectives of K-12 Stakeholders Involved in Early Implementation of Response to Intervention (RTI)
By Nai-Cheng Kuo, Georgia Regents University Issue: Winter 2015 DOI: 10.64546/jaasep.264 Response to intervention (RTI) is an approach which involves “a combination of high quality,...
Effects of the Picture Exchange Communication System (PECS) on Maladaptive Behavior in Children with Autism Spectrum Disorders (ASD): A Review of the Literature
By Dana Battaglia, Adelphi University; Mary E. McDonald, Hofstra University Issue: Winter 2015 DOI: 10.64546/jaasep.260 Autism Spectrum Disorders (ASD) have been characterized by impairments or...
Speech-Language Services in Public Schools: How Policy Ambiguity Regarding Eligibility Criteria Impacts Speech-Language Pathologists in a Litigious and Resource Constrained Environment
By Lesley Sylvan, Harvard Graduate School of Education Issue: Fall 2014 DOI: 10.64546/jaasep.248 What are the challenges faced by school-based teams charged with making special...
Teacher Perceptions of Response to Intervention Implementation
By J. Kevin Jenkins, Mercer University; Dia Sekayi, Georgia Institute of Technology Issue: Winter 2014 DOI: 10.64546/jaasep.230 The Individuals with Disabilities Education Act (IDEA) (20...
Special Educator Evaluation: Cautions, Concerns and Considerations
By Carrie L. Semmelroth, Boise State University; Evelyn s Johnson, Boise State University; Keith W. Allred, Boise State University Issue: Fall 2013 DOI: 10.64546/jaasep.222 The...
Application of the RtI Model in Learning Disability Diagnosis: Perceptions of Current Practices by New Jersey Special Education Administrators
By Pamela E. Lowry, Georgian Court University Issue: Spring/Summer 2013 DOI: 10.64546/jaasep.212 The reauthorization of the Individual with Disabilities Education Act in 2004 (IDEA) has...
The Over Identification of Minority Males in Middle School Special Education Programs: Examining the RTI Model
By Nicole Anderson-Irish, Argosy University Issue: Winter 2013 DOI: 10.64546/jaasep.198 “Nationally, African American students show up in certain special education categories in numbers that so...
Implementing and Monitoring the Response to Intervention Process: The Special Educator Perspective
By Leigh K. Gates, University of North Carolina Wilmington; John C. Fischetti, Southeastern Louisiana University; Amelia Moody, University of North Carolina Wilmington Issue: Winter 2013...
The Competency Based Community Assessment: A Five Step Process
By Laura A. Roberts; Orv C. Karan, University of Connecticut Issue: Fall 2012 DOI: 10.64546/jaasep.194 Each night before she goes to bed, twenty-one year old...
The Ability-Achievement Model Versus the Response to Intervention Model: Which Model is More Accurate in the Assessment of Diagnosing Students with Learning Disabilities?
By Debra Camp-McCoy Issue: Spring/Summer 2012 DOI: 10.64546/jaasep.174 The inception of Response to Intervention models (RTI) came about through the reauthorization of the Individuals with...
Who Does the Alternate Assessment Really Assess?
By Debra Bruster Issue: Spring/Summer 2011 DOI: 10.64546/jaasep.138 In the state of Georgia, teachers of students with significant are required to create and compile a...
Educational Solutions for Children with Cerebral Palsy
By Lynn Driver, Adapted Cognitive Assessment Laboratory Department of Physical Medicine and Rehabilitation University of Michigan; Donna Riccio Omichinski, Adapted Cognitive Assessment Laboratory Department of...
Multiple-Choice Tests with Correction Allowed in Autism: An Excel Applet
By Elisabetta Monari Martinez, Department of Pure and Applied Mathematics, University of Padua, Padua, Italy Issue: Fall 2010 DOI: 10.64546/jaasep.116 A conventional multiple-choice (MC) test...
Response to Intervention and Identifying Reading Disability
By Thienhuong Hoang, California State Polytechnic University Issue: Winter 2010 DOI: 10.64546/jaasep.100 Abstract The educational community is discussing response-to-intervention (RTI) as an alternative assessment method....
Using Curriculum-Based Measurements to Assess Reading: The Cultural Connections of Diverse Students with Learning Disabilities
By Elfreda V. Blue, Hofstra University; Tammy Alexander, Alabama Agricultural & Mechanical University Issue: Fall 2009 DOI: 10.64546/jaasep.86 In the classroom context, many students with...
Identifying and Differentiating Children with Hyperlexia and its Subtypes: A Meta-Analysis of Results from WISC-III Subtests and Standardized Reading Tests
By Noel Kok Hwee Chia, National Institute of Education, Nanyang Technological University, Singapore; Pauline Tin Cheng, Learning Disabilities Center, Singapore; Angie Gek Tee Ng, Learning...
Assessment Beyond IQ
By Donna Riccio Omichinski, Department of Physical Medicine and Rehabilitation University of Michigan; Marie Van Tubbergen, Department of Physical Medicine and Rehabilitation University of Michigan;...
The Impact of High-Stakes Testing for Individuals with Disabilities: A Review Synthesis
By Richard Boon, The University of Georgia; Debbie Voltz, The University of Alabama-Birmingham; Carl Lawson, Chicago State University; Michael Baskette, The University of Georgia Issue:...