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Extending Doctoral Degree Opportunities to Nondoctoral School Psychologists
By S. Craig Rush, Towson University; Anna Matullo-Miller, Towson University; Marissa Schmidt, Towson University Issue: Fall 2024 DOI: 10.64546/jaasep.560 There is a shortage of school...
Working Together: Graduate Level Special Education Teacher Recruitment Through a School-University Partnership
By Adam W. Jordan, College of Charleston; Kevin Eakes, College of Charleston; Hannah Woods, College of Charleston Issue: Fall 2024 DOI: 10.64546/jaasep.559 School-university partnerships are...
Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Review of the Literature from 2008 to 2020
By Neal Nghia Nguyen, Stephen F. Austin State University; Noelle Balsamo, California State University at Fresno; William Garnett, California State University at Fresno Issue: Fall...
Culturally and Linguistically Responsive Teaching: A Literature Review
By Maríateresa H. Muñoz, Florida International University; Jorge Valdés, Florida International University Issue: Fall 2024 DOI: 10.64546/jaasep.557 An increasing number of students from CLD backgrounds...
Inclusion and Self-Determination for Secondary Students with Disabilities: The Effects of Interventions and Classroom Placement
By Jacqueline Anton, University of California, Berkeley and San Francisco State University; Mayumi Hagiwara, San Francisco State University; Sheida K. Raley, Kansas University; Kathryn M....
Using the Problem-Antecedent-Consequences-Solution Curriculum to Improve Socio-Sexual Decision-Making of Students on the Autism Spectrum
By Pamela S. Wolfe, The Pennsylvania State University; Muhammed A. Karal, Sinop University, Faculty of Education; Jonte' C. Taylor, The Pennsylvania State University Issue: Spring/Summer...
Supporting Children Experiencing Social and Emotional Needs Who are Identified By School Staff as At Risk of Exclusion Due to Disruptive Classroom Behavior
By Robert White, Elizabeth City State University, USA & University of Glasgow, UK Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.554 The education system is continuously under scrutiny...
Evaluating Special Educators Knowledge of High Leverage Practices: Finding a High-Leverage Rubric
By Emily Smith, University of Alaska Southeast; Pamela Brezenski, Educational Service Unit #13, Nebraska; Jessica Broderick, Educational Service Unit #13, Nebraska; Dennis Cavitt, Wood County...
Influence of Resource Availability on Disability-inclusion in Under-resourced Early Childhood Development Centers
By Esther Musengi, Zimbabwe Open University Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.552 Despite the growing body of knowledge and scholarship globally in disability-inclusive education, there is...
Raising Expectations in Literacy for Students with Extensive Support Needs Using Multiliteracies
By Sudha V. Krishnan, San Jose State University Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.551 Bella teaches a high school self-contained class for students with extensive support...
Teacher Evaluation and the Professional Development Connection: Perspectives of Special Education Teachers
By Zaher M. Kmail, University of Washington Tacoma; Gordon Brobbey, University of Washington Tacoma Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.550 As one of the main purposes...
Parent Involvement in Sexuality Education Programs for Individuals with Developmental Disabilities: A Thematic Review
By Rebecca R. Kammes, University of California, Los Angeles; Rhonda S. Black, University of Hawaii-Manoa; Emily C. Tucker, Oklahoma State University Issue: Spring/Summer 2024 DOI:...
Wellness and Resiliency Plans for Special Educators Throughout the COVID-19 Global Pandemic and Beyond
By Elizabeth O'Neill Hunter, Walden University; Elizabeth M. Anderson Hunter Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.548 In 2022, the coronavirus (COVID-19) cases in the United States...
From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based Practice
By Caitlin J. Criss, Georgia Southern University; Stephanie M. Devine, Georgia Southern University; Cynthia C. Massey, Georgia Southern University Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.547 The...
A Comparison of Teaching Efficacy Between Paraprofessionals and Special Education Teachers Working with Special Education Students
By Cristhian C. Altamirano, Rutgers University; Dake Zhang, Rutgers University Issue: Winter 2024 DOI: 10.64546/jaasep.546 A paraprofessional can be defined as an educator who regularly...
Parent Perceptions of Interactions with Professionals that Improve Individualized Education Program Development
By Kristopher Hawk Yeager, University of Texas at El Paso; Malarie E. Deardorff, University of Oklahoma; Belkis Choiseul-Praslin, University of the Pacific; Wendy R. Mitchell,...
Building Communities of Practice: Initial Perceptions of an Interdisciplinary Preparation Program for Special Education Teachers and Social Workers
By Robbie J. Marsh, BCBA Mercer University; Heather Baltodano-Van Ness, University of Nevada, Las Vegas; Monica Brown, University of Nevada, Las Vegas Issue: Winter 2024...
A Rural Community’s Role and Process to Secure Work Experiences for Youth with Disabilities
By Joy Mahiko, University of Hawaiʻi West Oʻahu Issue: Winter 2024 DOI: 10.64546/jaasep.543 Despite the efforts to improve the postschool employment outcomes for youth with...
When Parents of Children with Severe Autism Become Their Teachers: Unique Cases from the COVID-19 Pandemic
By Sydney Bueno, University of Wisconsin – Stevens Point; Uzeyir Ogurlu, University of Wisconsin – Stevens Point; Lisa Bardon, University of Wisconsin – Stevens Point;...
Parent Perspectives of Transition Planning for English Learners with Disabilities
By Yi-Chen Wu, National Center on Educational Outcomes, University of Minnesota; Martha Thurlow, National Center on Educational Outcomes, University of Minnesota; David Johnson, National Center...