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Ramping Up 504 Professional Development for All Types of Educators: Going Beyond Section 504 Being a Special Education Responsibility
By Shawna P. Ortogero, Department of Special Education at the University of Hawaiʻi at Mānoa; Vera Glushenko, Hawaiʻi Education Research Network (HERN); Joan Umiokalani Jensen;...
Supporting Student Engagement Through the Use of Various Discussion Formats in a Graduate Teacher Education Course
By Marla J. Lohmann, Colorado Christian University; Kathleen A. Boothe, Southeastern Oklahoma State University Issue: Winter 2024 DOI: 10.64546/jaasep.539 Online learning has become an increasingly...
An Exploration of Pre-Service Teachers’ Attitudes Toward Including Students with Autism Spectrum Disorder (ASD) in General Education
By Mary A. Houser, West Chester University of Pennsylvania; Tara S. Guerriero, West Chester University of Pennsylvania; Trevor O'Brien, Mary Immaculate College, Limerick, Ireland Issue:...
An Overview of the Challenges and Resources Special Education Professionals Reported During the Early COVID-19 Pandemic
By Ai Kamei, Monmouth University; Kathryn Lubniewski, Monmouth University; Stacy Lauderdale Littin, Monmouth University; Carol Mcarthur-Amedeo, Monmouth University; Mary Haspel, Monmouth University; Wendy Harriott, Monmouth...
Comparing Preservice and Inservice Teachers’ Perceptions and Actual Knowledge of Phonics
By Cheryl Wold, Northern State University; Andria L. Moon, Norbert College; Alan L. Neville, Presentation College; Tim Houge, Northern State University Issue: Fall 2023 DOI:...
Essential Dispositions for Inclusive Educators: An Examination of National Standards and Guiding Principles
By Joanne M. Van Boxtel, Vanguard University; Megan Chaney, Fresno Pacific University Issue: Fall 2023 DOI: 10.64546/jaasep.535 The emerging field of dispositional research pertaining to...
To Buy or Not to Buy: Understanding How Special Educators Make Decisions as Consumers of Intervention Materials for Children with Disabilities
By Lesley Sylvan, Montclair State University; Erica Goldstein, Montclair State University; Dina Hafez, Montclair State University Issue: Fall 2023 DOI: 10.64546/jaasep.534 The Challenges Faced by...
Ready for the World? Increasing Effective Post-secondary Readiness for Students in Special Education Based on Educator and Practitioner Points-of-View
By DeShanna Reed, Lone Star College North Harris Campus; Cruz Casiano, Lone Star College North Harris Campus Issue: Fall 2023 DOI: 10.64546/jaasep.533 Imagine a student...
Teacher Perceptions Regarding the Effects of Online Learning During the Pandemic with Regards to the Progression or Regression of Students’ Reading Levels
By Rachel Palumbo, Mount Vernon City School District Issue: Fall 2023 DOI: 10.64546/jaasep.532 The impact of Covid-19 has thus far proven to be inexorable, with...
Art Therapy and Autism: A Picture of the Literature
By Caroline Guardino, The University of North Florida; Rebekah Wallis, The University of North Florida; Arien Peppers Harrison, The University of North Florida; Morgan Green,...
A Brief Report on Teacher Mask Wearing and Learning in Children with ASD
By Makayla Heisler, Institute for Child Development Binghamton University; Jennifer Gillis Mattson, Institute for Child Development Binghamton University; Rachel N. S. Cavalari, Institute for Child...
Infusing High Leverage Practices into Culturally Relevant Education to Support Culturally and Linguistically Diverse Students with Disabilities
By Toni Franklin, Columbus State University; Maria Peterson Ahmad, Texas Woman’s University Issue: Fall 2023 DOI: 10.64546/jaasep.529 Ms. Sullivan is a second-year special education teacher...
Leadership Matters: Elementary Self-Contained Autism Special Education Teachers’ Perceptions of Administrator Support
By Kasey Dye, Virginia Commonwealth University; Rachel Walker Bowman, Virginia Commonwealth University Issue: Fall 2023 DOI: 10.64546/jaasep.528 Public schools are required by federal law to...
Teacher’s Perspectives of Integrated Therapy Service Deliveries: A Case Study
By Vidya Pingale, Hofstra University; Tina S. Fletcher, Texas Woman’s University Issue: Fall 2023 DOI: 10.64546/jaasep.527 Under IDEA, children with disabilities are eligible to receive...
Teachers’ Instructional Language with Children with Mild and Severe Language Difficulties in Self-contained Special Education Classrooms
By Wenjing Zheng, Minot State University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.526 Although the role of the language environment in the classroom and its impact on...
Teachers’ Perceptions of School Behavior Support Systems: A Case Study
By Laura N. Sarchet, Niagara University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.525 Schools have an enormous responsibility to meet the academic, social, emotional, and behavioral needs...
Conversation Analysis of Shared Reading with Students who Have Significant Support Needs
By Nancy Quick, University of North Carolina at Chapel Hill; Penelope Hatch, University of North Carolina at Chapel Hill; Karen Erickson, University of North Carolina...
Spelling Interventions for Elementary and Secondary Students with Learning Disabilities: A Systematic Review
By Reagan Murnan, Wichita State University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.523 Accurate spelling is arguably one of the most critical, yet difficult skills in written...
Designing Appropriate Small Group Intensive Instruction within an MTSS for Students with Low Incidence Disabilities
By Timothy E. Morse, University of West Florida Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.522 For the past two decades, the presentation of effective, remedial instruction to...
Inclusive Education and Rural Middle School General Education Teacher Preparedness
By Joseph A. Hogan, Kean University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.521 The United States has enshrined the rights of students with disabilities to receive a...