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Improving Outcomes for Students with Disabilities: Identifying Characteristics of Successful Districts
By Melissa DeVries; Oran Tkatchov, Arizona State Schools for the Deaf and the Blind Issue: Winter 2017 DOI: 10.64546/jaasep.325 Influenced by the No Child Left...
Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana
By Felix Kwame Kumedzro, University of Cape Coast, Ghana; Nelly Otube, Kenyatta University, Kenya; Chomba Wamunyi, Kenyatta University, Kenya; Mary Runo, Kenyatta University, Kenya Issue:...
Guidelines for the Administration of Educational Programs for Students who are Deaf/Hard of Hearing, Visually Impaired, or Deafblind
By Susan Bruce, Boston College; Kay Ferrell, University of Northern Colorado; John L. Luckner, University of Northern Colorado Issue: Fall 2016 DOI: 10.64546/jaasep.316 A hearing...
The Redundancy Effect on Retention and Transfer for Individuals with High Symptoms of ADHD
By Victoria Brown, Florida Atlantic University; David Lewis, Miami University; Mario Toussaint, Florida Atlantic University Issue: Fall 2016 DOI: 10.64546/jaasep.315 Prevalence rates of individuals, who...
An Analysis of Factors Influencing Low Enrolment and Retention of Girls with Disabilities in Integrated Primary Schools in Embu County, Kenya
By Njeru Idah Muthoni, Department of Special Needs Education, Kenyatta University; Nelly Otube, Department of Special Needs Education, Kenyatta University; Samson Rosana Ondigi, Department of...
Brain Gym: Pseudoscientific Practice
By Kevin Kroeze, Mt. Vernon School District; Keith J. Hyatt, Western Washington University; M. Chuck Lambert, Western Washington University Issue: Spring/Summer 2016 DOI: 10.64546/jaasep.308 In...
Perceptions of Parents of Children with Autism Spectrum Disorders Towards Their Partnerships with Teachers
By Yun-Ju Hsiao, Washington State University Tri-Cities Issue: Spring/Summer 2016 DOI: 10.64546/jaasep.307 It is important for educational professionals to establish positive partnerships with families of...
Are We Ready to Have Teachers with Learning Disabilities? A Study of School Principals’ Observations
By Heidi Flavian, Achva Academic College Issue: Spring/Summer 2016 DOI: 10.64546/jaasep.305 The inclusion of people with special needs is an ongoing process that began early...
Principals and Teachers’ Attitudes Towards Inclusion in Israel
By Itay Hess, Lewinsky College Ben- Gurion University at Eilat; Sara Zamir, Achva College Ben- Gurion University at Eilat Issue: Winter 2016 DOI: 10.64546/jaasep.302 Educational...
Cameras in Self-Contained Classrooms: Legal, Professional and Student Implications
By Ashlee Ivie, Southern Utah University Issue: Winter 2016 DOI: 10.64546/jaasep.297 Several laws should be regarded when making the decision to utilize cameras in self-contained...
Teachers’ Knowledge of Special Education Policies and Practices
By Pamela Sanders, Saint Louis University Issue: Fall 2015 DOI: 10.64546/jaasep.290 In 1975, Congress passed the Education of All Handicapped Children Act (EAHCA), Public Law...
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...
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...
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...
Preservice Teachers’ Attitudes Toward Inclusive Education Policy in the United States
By Paul M. Ajuwon, Missouri State University; Effie Laman, Digital Media Academy; John Christopher Earle, Concordia University College of Alberta Issue: Winter 2014 DOI: 10.64546/jaasep.226...
Should I Stay or Should I Go? Revisiting Influencing Factors of SPED Teacher Attrition & Retention: A Review of the Literature
By Raschelle Theoharis, Gallaudet University; Michael Fitzpatrick, Morningside College Issue: Fall 2013 DOI: 10.64546/jaasep.225 It is difficult to dispute that teachers are vital to increasing...
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...
Professional Development to Support Students with Disabilities in Multi-Tier Classrooms: A Case Study
By Brooke Blanks, Radford University Issue: Spring/Summer 2013 DOI: 10.64546/jaasep.208 Why America’s school children experience chronic reading failure has been the subject of research and...
Addressing the Shortage of Speech-Language Pathologists in School Settings
By Katie Squires, Utah State University Issue: Winter 2013 DOI: 10.64546/jaasep.204 Although there is a documented need for SLPs, there is little literature available to...
Transition Knowledge of High School Special Education Teachers in a Midwestern School District
By Christine Peper, University of Minnesota; Kristen McMaster, University of Minnesota Issue: Fall 2012 DOI: 10.64546/jaasep.193 Prior to the passage of PL 94-142 in 1975,...