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Implementation of a Post-Secondary Inclusive Recreation Program
By Chris Brown, Kennesaw State University; John David Johnson, Kennesaw State University; Ibrahim Z. Elsawy, Kennesaw State University Issue: Fall 2017 DOI: 10.64546/jaasep.343 Recreation and...
Preparing Early Childhood Educators for Blending Practices in Inclusive Classrooms
By Mary Donegan-Ritter, University of Northern Iowa; Frank W. Kohler, University of Northern Iowa Issue: Spring/Summer 2017 DOI: 10.64546/jaasep.339 High quality early childhood programs, comprised...
A Case Study of Factors that Influenced the Attrition or Retention of Two First-Year Special Education Teachers
By Marquis C. Grant, Grand Canyon University Issue: Winter 2017 DOI: 10.64546/jaasep.327 Over 6 million children in public school systems across the United States received...
A Comparative Study of Teachers’ Pedagogical Competencies in Supporting Children with Learning Difficulties in Primary Schools in Ghana and Brunei Darussalam
By Okechukwu Abosi, University of Botswana; Abdul Razak Kuyini Alhassan, Disability Studies & Consultancy Services, Tamale Ghana Issue: Winter 2017 DOI: 10.64546/jaasep.326 Brunei Darussalam and...
How Expert Special Educators Effectively Negotiate Their Job Demands
By Shawna P. Ortogero, Hawaii Department of Education; Rhonda S. Black, University of Hawaii at Manoa; Bryan G. Cook, University of Hawaii at Manoa Issue:...
Effects of Inclusion Classrooms on Academic Achievement of Students with Learning Disabilities and Students in General Education
By Sharon Ware Issue: Fall 2016 DOI: 10.64546/jaasep.322 With inclusion being a present-day, developing teaching practice, continued research is necessary to generate the best results....
Revisiting the Regular Education Initiative: Multi-tiered Systems of Support Can Strengthen the Connection Between General and Special Education
By Debra Leach, Winthrop University; Shawnna Helf, Winthrop University Issue: Fall 2016 DOI: 10.64546/jaasep.321 In the mid 1980’s when Madeleine Will was serving as the...
General Education and Special Education Teachers’ Attitudes Towards Inclusion
By David A. Hernandez, Walden University; Susan Hueck, Cook International; Carmen Charley, Walden University Issue: Fall 2016 DOI: 10.64546/jaasep.318 Prior to a wave of reform...
Examining the Attitudes of Secondary General Education and Special Education Teachers Toward Inclusion of Children with Autism in General Education Classrooms
By Morghan E. Bosch, Barton College Issue: Fall 2016 DOI: 10.64546/jaasep.313 Cavagnaro (2007) reported that autism in America had a 1,148% diagnostic growth rate. In...
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...
Identifying and Correcting Barriers to Successful Inclusive Practices: A Literature Review
By Marquis C. Grant, North Carolina A&T State University; Kimberly Michelle Jones-Goods, North Carolina A&T State University Issue: Winter 2016 DOI: 10.64546/jaasep.296 The study of...
The Effects of Special Education Training on Educator Efficacy in Classroom Management and Inclusive Strategy Use for Students with Autism in Inclusion Classes
By Lynn D. Parsons, Northcentral University; Heather Miller, Northcentral University; Aaron R. Deris, MN State University, Mankato Issue: Winter 2016 DOI: 10.64546/jaasep.291 These participants were...
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...
Co-Teaching and Collaboration: Preservice Teachers’ Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities
By Tamara M. Bowlin, University of Tennessee, Knoxville; Sherry Mee Bell, University of Tennessee, Knoxville; Mari Beth Coleman, University of Tennessee, Knoxville; David F. Cihak,...
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...
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...
Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study
By Randa G. Burks-Keeley, New Mexico State University; Monica R. Brown, New Mexico State University Issue: Fall 2014 DOI: 10.64546/jaasep.256 Since the passing of the...
Positive and Negative Aspects of Inclusion Services
By Christye Hayes, The University of Mississippi Issue: Winter 2014 DOI: 10.64546/jaasep.229 One of the major concerns of school administrators, teachers, and parents today is...
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...
General Education Teachers’ Knowledge of and Attitudes Toward Students with Attention Deficit/Hyperactivity Disorders: Are They Still Being Overlooked and Underserved?
By Roben Wallace Taylor, Jacksonville State University; Ravic P. Ringlaben, University of West Georgia Issue: Fall 2013 DOI: 10.64546/jaasep.224 Recently, educators have witnessed a remarkable...