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What Factors Contribute to Self-Efficacy
By Hildy Straus, Fordham University; Rhonda Bondie, Fordham University Issue: Fall 2015 DOI: 10.64546/jaasep.282 Paraeducators are an integral part of special education classrooms and help...
Elements of Good Teaching and Good Teachers: A Theoretical Framework and Effective Strategies for Special Educators
By Vance L. Austin, Manhattanville College Issue: Fall 2015 DOI: 10.64546/jaasep.281 As the inclusive classroom continues to develop into standard practice throughout the United States,...
The Digital Divide and Inequities for Students with Disabilities: Needed….A Bridge Over Troubled Waters!
By Patricia A. Tyson, University of South Florida Issue: Spring/Summer 2015 DOI: 10.64546/jaasep.280 For over a decade anyone interested in school reform had to be...
Parent Perspectives on Home-Based Intervention for Young Children with Developmental Disabilities: The Parent-Implemented Communication Strategies (PiCS) Project in Illinois, USA
By Hedda Meadan, University of Illinois; Julia B. Stoner, Illinois State University; Maureen E. Angell, Illinois State University Issue: Spring/Summer 2015 DOI: 10.64546/jaasep.279 Teaching communication...
Inclusive Education Practice in Southwestern Nigeria: A Situational Analysis
By Samuel Olufemi Adeniyi, Federal College of Education (Tech) Akoka; Akinkunmi Oluwadamilare Adeyemi, Glorious Hope Resources International Issue: Spring/Summer 2015 DOI: 10.64546/jaasep.278 A major problem...
Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting
By Joseph John Morgan, University of Nevada, Las Vegas; Nicole Dobbins, University of North Carolina Greensboro; Yun-Ju Hsiao, Washington State University, Tri-Cities; Nancy Brown, University...
Perspective Taking Through Film: Educating Pre-Service and In-Service Teachers About Autism
By Jacqueline P. Kelleher, Sacred Heart University Issue: Spring/Summer 2015 DOI: 10.64546/jaasep.276 Teachers involved in social relationships base their actions, at least in part, on...
A Preliminary Investigation of the Benefits of Computer-Aided Instruction in Reading Decoding for Students with Autism Spectrum Disorder and Other Developmental Disabilities
By Doris Adams Hill, Auburn University; Margaret M. Flores, Auburn University Issue: Spring/Summer 2015 DOI: 10.64546/jaasep.275 Research indicates that systematic instruction in five core elements...
FAPE and LRE in Online Learning: Special Education Directors’ Perspectives
By Diana Greer, Center on Online Learning and Students with Disabilities University of Kansas, Lawrence, KS; Danna Harvey, Center on Online Learning and Students with...
Students with Disabilities in the Polish Educational System After the Political Changes (2007-2012)
By Danuta Apanel, The Pomeranian Academy in Słupsk Issue: Spring/Summer 2015 DOI: 10.64546/jaasep.273 Even in the eighties of the last century, at all Polish universities...
Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities
By Joshua N. Baker, University of Nevada, Las Vegas; Christopher J. Rivera, East Carolina University; Joseph John Morgan, University of Nevada, Las Vegas; Noelle Reese,...
Learning Disabilities Today: An Examination of Effective and Not-So-Effective Interventions
By Vance L. Austin, Manhattanville College Issue: Spring/Summer 2015 DOI: 10.64546/jaasep.271 What are Learning Disabilities and How do They Manifest in Children? Since the 1980s,...
Fostering Special Education Certification through Professional Development, Learning Communities and Mentorship
By Mitzi P. Trahan, University of Louisiana at Lafayette; Dianne F. Olivier, University of Louisiana at Lafayette; Donna E. Wadsworth, University of Louisiana at Lafayette...
The Principals’ Impact on the Implementation of Inclusion
By Carmelita Thompson, Louisiana Tech University Issue: Winter 2015 DOI: 10.64546/jaasep.269 Abstract The principal is the key element in shaping and sustaining educational programs that...
Teaching Children with Autism to Ask Questions
By Katie E. Squires, Central Michigan University; Alyssa Bickel, Graduate Student at Central Michigan University Issue: Winter 2015 DOI: 10.64546/jaasep.268 Recent research suggests that as...
Service Delivery for High School Students with High Incidence Disabilities: Issues and Challenges
By Edward Schultz, Midwestern State University; Cynthia Simpson, Houston Baptist University; Jane C. Owen, Midwestern State University; Christina Janise McIntyre, Midwestern State University Issue: Winter...
Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities
By A. Leyf Peirce Starling, University of North Carolina at Charlotte; Ya-Yu Lo, University of North Carolina at Charlotte; Christopher J. Rivera, East Carolina University...
The Role of Peer Guided Play for Children with Autism Spectrum Disorder
By Amy M. Papacek, Arizona State University Issue: Winter 2015 DOI: 10.64546/jaasep.265 Autism spectrum disorder (ASD) is characterized by impairments in social interactions, impairments in...
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,...
Instructional Constraints Faced by Learners with Muscular Dystrophy: A Case of Joytown Special Primary School, Thika, Kenya
By Annrose Wanjiku Wang'ang'a, Kenyatta University; Franciscah Irangi Wamocho, Kenyatta University; Paul Kioy, University of Nairobi Issue: Winter 2015 DOI: 10.64546/jaasep.263 The term muscular dystrophy...