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District-Wide PBIS Team Questions Related to Using the PBIS Framework to Transition Students with Challenging Behaviors from an Alternative School to a Neighborhood School
By Kristine Jolivette, Georgia State University; Nicole C. Swoszowski, The University of Alabama; Nikki L. Josephs, Xavier University of Louisiana; Sara C. McDaniel, The University...
FAPE Model of Exceptional Student Education Leadership
By Russell G. Dubberly Issue: Fall 2012 DOI: 10.64546/jaasep.187 FAPE is a common acronym in exceptional education services. FAPE typically represents the terminology found in...
A Program Evaluation of an Inclusive Model for Training Pre-Service General Education Teachers to Work with Students with Special Needs
By Joanna E. Cannon, University of British Columbia; Nicole C. Swoszowski, University of Alabama; Peggy Gallagher, Georgia State University; Susan R. Easterbrooks, Georgia State University...
A Qualitative Study of Special Education Certification Methods and How They Affect Teacher Efficacy
By Sean Green, Mercer University Issue: Winter 2012 DOI: 10.64546/jaasep.166 The federal reauthorization of the Elementary and Secondary Education Act also known as No Child...
Postsecondary Education Experience for Students with Developmental Disabilities: A Look into Perceptions of Parents of Senior High Transition Students on a Small University Campus
By Neil Friesland; Brad King Issue: Winter 2012 DOI: 10.64546/jaasep.164 Transition programs are the series of strategies or activities that a school or a cluster...
Using Music to Increase Math Skill Retention
By Catherine Yoho Issue: Fall 2011 DOI: 10.64546/jaasep.159 A common complaint among math teachers is that students do not know, remember or have sufficient mastery...
Extracurricular Activities and 504 Plans
By George Wilkerson Issue: Spring/Summer 2011 DOI: 10.64546/jaasep.146 The hypothetical legal problem that will be dealt with in this situation involves a deaf student at...
Correlates of Attitudes Toward Academic and Physical Inclusive Practices for Students with Disabilities and Selected Leadership Behaviors Among Middle School Principals in North Carolina
By Mary A. Houser; Virginia Dickens; Terence Hicks Issue: Spring/Summer 2011 DOI: 10.64546/jaasep.140 Inclusive education of students with disabilities is the integration of students with...
A Comparison Between Collaborative and Authoritative Leadership Styles of Special Education Administrators
By Natasha W. Veale Issue: Spring/Summer 2010 DOI: 10.64546/jaasep.110 “Leadership is the ability to get men to do what they don’t like to do and...
Assessing and Teaching Reading to Pupils with Reading Disabilities in Nyeri and Nairobi Districts-Kenya: The Teachers’ Opinion
By Mary Runo, Kenyatta University; Geoffrey Kargu, Kenyatta University; John K. Mugo, Kenyatta University Issue: Winter 2010 DOI: 10.64546/jaasep.99 Abstract The study aimed at finding...
Bullying Experiences, Anxiety About Bullying, and Special Education Placement
By Danielle M. Saia, The Citadel; Conway F. Saylor, The Citadel; Ryan A. Allen, John Carroll University; Penny L. Arnau, Charleston County School District Charleston,...
Due Process: A Primer for Special Education Teachers
By Roberta Wiener, Pace University Issue: Winter 2009 DOI: 10.64546/jaasep.71 Abstract The threat of special education due process has set the tone for the way...
Part #3 – Legal Requirements for Identification of Students with ADHD
NASET ADHD SERIES Two important federal mandates protect the rights of eligible children with ADHD the Individuals with Disabilities Education Act (IDEA) and Section 504...
“A League of Our Own”-The Implementation of the Vocabulary Football League
By Karen Talalas, Freehold Regional High School District Howell High School Farmingdale, New Jersey; Bill Gallache, Freehold Regional High School District Howell High School Farmingdale,...
No Child Left Behind: Implications for Special Education Students and Students with Limited English Proficiency
By Mark E. Jewell, Chief Academic Officer for the Federal Way Public Schools, WA Issue: Summer 2008 DOI: 10.64546/jaasep.49 Abstract This article examines the controversy...
Evaluating Childhood Bipolar Disorder – A Survey of School Psychologists’ Knowledge and Practices
By Linda A. Mayo, North Schuylkill School District; Joseph A. Mayo, Gordon College Issue: Winter 2008 DOI: 10.64546/jaasep.39 Professional interest in the topic of Bipolar...
No Child Left Behind’s Implementation in Urban School Settings: Implications for Serving Students with Emotional and Behavior Disorders
By Michael Fitzpatrick, New Mexico State University; Earle Knowlton, University of Kansas Issue: Fall 2007 DOI: 10.64546/jaasep.35 Although the prospect of schools being held to...
Individualized Interventions: When Teachers Resist
By Sharla N. Fasko, The University of Toledo Issue: Fall 2007 DOI: 10.64546/jaasep.34 Administrators, consultants, and other service personnel in the schools often encounter resistance...
The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators
By Kari Chiasson, University of North Dakota; Myrna R. Olson, University of North Dakota Issue: Spring 2007 DOI: 10.64546/jaasep.31 Section 504 of the Rehabilitation Act...
Recruitment and Retention of Assessment Personnel
By Cynthia G. Simpson, Sam Houston State University; Sharon A. Lynch, Sam Houston State University; Vicky G. Spencer, Sam Houston State University Issue: Spring 2007...