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Challenges to Collaboration, Inclusion and Best Practices within the Special Education Community
By Cecilia Scott-Croff, Borough of Manhattan Community College Early Childhood Center Inc. Issue: Spring/Summer 2020 DOI: 10.64546/jaasep.429 Key Terms: Early intervention, special education, parents, inclusion,...
Playgrounds for “All” Children
By Sharon E. Rouse, The University of Southern Mississippi – Gulf Park; Rose B. Jones, The University of Southern Mississippi – Hattiesburg; David W. Walker,...
Inclusive Book Club: Perspectives of Undergraduate Participants
By Shawnna Helf, Winthrop University; Debra Leach, Winthrop University Issue: Spring/Summer 2020 DOI: 10.64546/jaasep.426 Over the past decade there has been an increasing number of...
Instruction in Co-Taught Secondary Classrooms: An Exploratory Case Study in Algebra 1
By Margaret P. Weiss, George Mason University; Wendy Rodgers, University of Nevada-Las Vegas Issue: Winter 2020 DOI: 10.64546/jaasep.419 As of 2015, approximately 63% of students...
The Effects of CRA/CSA Explicit Instruction for Students with and without Disabilities Taught in an Inclusive Setting
By Vanessa Hinton, Auburn University; Anna Gibbs, Auburn University; Toni Franklin, Columbus State University Issue: Winter 2020 DOI: 10.64546/jaasep.414 At least six percent of students...
General Educator Perceptions of School Support in Teaching Students with an IEP
Faith Kenny Manhattanville College Abstract Historically, researchers have focused on the perceptions of special education teachers regarding inclusion. Research has shown that general education teachers...
General Educator Perceptions of School Support in Teaching Students with an IEP
By Faith Kenny, Manhattanville College Issue: Fall 2019 DOI: 10.64546/jaasep.411 Abstract Historically, researchers have focused on the perceptions of special education teachers regarding inclusion. Research...
An Investigation of Co-teaching to Improve Academic Achievement of Students with Disabilities: A Meta-analysis
Mickey Losinski, Ph.D. Kansas State UniversitySara Sanders, Ed.D. University of AlabamaRobin Parks-Ennis, Ph.D., BCBA-D University of Alabama at BirminghamNicole Wiseman, Ed.D. Jessica Nelson (3rd year...
An Investigation of Co-teaching to Improve Academic Achievement of Students with Disabilities: A Meta-analysis
By Mickey Losinski, Kansas State University; Sara Sanders, University of Alabama; Robin Parks-Ennis, University of Alabama at Birmingham; Nicole Wiseman, Kansas State University; Jessica Nelson,...
Perspectives on Current Practices and Barriers to Training for Paraeducators of Students with Autism in Inclusive Settings
Emily Eyrolles Sobeck, Ph. D Franciscan UniversityRachel Robertson, Ph.D., BCBA-D University of Pittsburgh Abstract Both the No Child Left Behind (NCLB) legislation and the Least...
Perspectives on Current Practices and Barriers to Training for Paraeducators of Students with Autism in Inclusive Settings
By Emily Eyrolles Sobeck, Franciscan University; Rachel Robertson, University of Pittsburgh Issue: Winter 2019 DOI: 10.64546/jaasep.389 Abstract Both the No Child Left Behind (NCLB) legislation...
Democratic Citizenship Education and Inclusion: Preparing Preservice Teachers for Inclusive Social Studies
Dennis J. Urban, Jr. Touro College Abstract Students classified with disabilities make up more than 13 percent of the public school population in the United...
Democratic Citizenship Education and Inclusion: Preparing Preservice Teachers for Inclusive Social Studies
By Dennis J. Urban, Touro College Issue: Fall 2018 DOI: 10.64546/jaasep.380 Abstract Students classified with disabilities make up more than 13 percent of the public...
Supporting Students with Disabilities During Group Activities: Five Tools Every Inclusive Mathematics Educator Needs
Benjamin S. Riden Ph.D.University of Minnesota Duluth-Andrew M. Markelz Ph.D.Ball State University-M. Kathleen Heid Ph.D.Pennsylvania State University Abstract Students with disabilities are increasingly taught in...
Supporting Students with Disabilities During Group Activities: Five Tools Every Inclusive Mathematics Educator Needs
By Benjamin S. Riden, University of Minnesota Duluth; Andrew M. Markelz, Ball State University; M. Kathleen Heid, Pennsylvania State University Issue: Spring/Summer 2018 DOI: 10.64546/jaasep.362...
Disabilities and Social Engagement: Inclusive Classroom Preparation for Pre-Service Art Teachers
Alyssia RuggieroAppalachian State University Abstract In light of disability studies’ recent examinations of the dichotomy between medical and social models in terms of their influence...
Disabilities and Social Engagement: Inclusive Classroom Preparation for Pre-Service Art Teachers
By Alyssia Ruggiero, Appalachian State University Issue: Winter 2018 DOI: 10.64546/jaasep.358 Abstract In light of disability studies’ recent examinations of the dichotomy between medical and...
Autism Support Teachers’ Attitudes about Inclusion for Children with Autism
Perri Rosen, Ph.D.Temple University-Erin Rotheram-Fuller, Ph.D.Arizona State University-David Mandell, SC.D.University of Pennsylvannia Abstract This study examined autism support teachers’ attitudes about inclusion, as well as...
Autism Support Teachers’ Attitudes about Inclusion for Children with Autism
By Perri Rosen, Temple University; Erin Rotheram-Fuller, Arizona State University; David Mandell, University of Pennsylvannia Issue: Winter 2018 DOI: 10.64546/jaasep.357 Abstract This study examined autism...
Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty
By Lucinda Anne Lang, Carson-Newman University; Sherry Mee Bell, University of Tennessee, Knoxville Issue: Fall 2017 DOI: 10.64546/jaasep.346 While federal policies and laws have aimed...