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Special Education in Rural Mexico: Two Schools in Jalisco
By Alejandra Favela, Lewis & Clark Graduate School of Education & Counseling; Phyllis Petteys, Portland Community College Issue: Fall 2022 DOI: 10.64546/jaasep.500 Immigrant parents facing...
Practicing Teachers’ Use of Online Tools for IEP Goal Writing and Instructional Support
By Michael Dunn, Washington State University Vancouver; Mary Rice, University of New Mexico Issue: Fall 2022 DOI: 10.64546/jaasep.499 Teachers have a varied set of demands...
Video Modeling to Support Physical Activity in Children with Autism Spectrum Disorder: A Systematic Review
By Joann P. Judge, The University of Southern Mississippi; Kristen N. Morgan, Southeastern Louisiana University; Angela Clifton, Graduate Student The University of Southern Mississippi Issue:...
A Case Study of Compounding Views of Paraprofessional Roles and Relationships in Preschool Classrooms: Implications for Practice and Policy
By Tiara Saufley Brown, James Madison University; Tina Stanton-Chapman, University of Cincinnati Issue: Fall 2022 DOI: 10.64546/jaasep.497 When 28 parents of children with disabilities were...
Transforming the Narrative Identity of a Student with Extensive Support Needs Using Multiliteracies
By Sudha Krishnan, San Jose State University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.496 The classroom teacher, in the special day class at a public high school...
Individualized Rating Scales of Engagement during Group Exercise Activities for Children with Multiple and Severe Disabilities: A Process Description and Case Series
By Eydie Kendall, Plymouth State University; Karren Streagle, Idaho State Department of Education; Tania Helbert, Idaho State University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.495 Educators have...
Paraeducators: An Important Member of Educational Team for Students with Disabilities
By Sarah N. Douglas, Michigan State University; Ryan P. Bowles, Michigan State University; Rebecca Kammes, Michigan State University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.494 Educational outcomes...
Special Educators’ Perceptions of High-Leverage Practices
By Cynthia Ann Farley, University of Hawaii at Manoa; Rhonda S. Black, University of Hawaii at Manoa Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.493 The number of...
Understanding How Individuals Overcome Their Dyslexia: Struggles, Turning Points in Life, and Advice
By Nai Cheng Kuo, Augusta University; Karin M. Fisher, Georgia Southern University; Jennifer Jones, Augusta University; Sara Hillis, Augusta University; I.-Chien Chen, Michigan State University;...
Increasing Pre-service Special Education Teacher Skills on Performance Feedback
By Tosha L. Owens, East Carolina University; Melissa E. Hudson, East Carolina University; Karen S. Voytecki, East Carolina University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.490 Teacher...
Using Video Self-Monitoring to Improve Teacher Implementation of Evidence-Based Practices for Students with Autism Spectrum Disorder
By Selena J. Layden, Old Dominion University; Annemarie L. Horn, Old Dominion University; Kera E. Hayden, Old Dominion Universit Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.491 Over...
I-CARE: A Scaffolded Instructional Approach to Teach Teachers and Staff Self-Care Practices within Juvenile Justice Facilities
By Sara Sanders, University of Alabama; Skip Kumm, University of Alabama; Brandis M. Ansley, Central Michigan University; Kristine Jolivette, University of Alabama Issue: Spring/Summer 2022...
“I’m not Prepared”: Experiences of Professionals Working with Students with Disabilities and Co-occurring Mental Health Disorders
By Megan Fujita, George Mason University; Grace L. Francis, George Mason University; Jodi Duke, George Mason University Issue: Spring/Summer 2022 DOI: 10.64546/jaasep.488 The impact of...
Examining General Education and Special Education Teacher Preparedness for Co-Teaching Students with Disabilities
By Cindy Causey, Georgia Southern University; Lina Soares, Georgia Southern University; Catherine S. Howerter, Georgia Southern University; Peggy Shannon-Baker, Georgia Southern University Issue: Spring/Summer 2022...
Collaborative Inclusive Programs: Influences of Administrators and Teacher Leaders
By Jane M. Leatherman, Purdue University Fort Wayne Issue: Winter 2022 DOI: 10.64546/jaasep.479 Collaboration is a commonly held practice in most elementary schools for meeting...
Investigating the Journal Impact Factor of Special Education Journals Indexed in the Social Sciences Science Edition from Web of Science
By Funda Örnek, University of Bahrain, Sakhir, Bahrain; Ruben Miranda, Complutense University of Madrid, Madrid, Spain; Metin Orbay, University of Amasya, Amasya, Turkey Issue: Winter...
Perceptions of the Efficacy of Classroom Management Techniques
By Philip R. Mehler, Manhattanville College Issue: Winter 2022 DOI: 10.64546/jaasep.485 Well-known in the field of education, Katherine Bucher and M. Lee Manning have covered...
Child Find Activities Between Public School Personnel: Engagement, Barriers, and Experiences
By Julie M. Lane, Fresno Pacific University; David R. Jones, Fresno Pacific University Issue: Winter 2022 DOI: 10.64546/jaasep.484 The Individuals with Disabilities Education Act (2004)...
Elementary Principals’ Views on the Policies and Practices of Paraeducators in Special Education
By Sarah N. Douglas, Michigan State University; Ryan P. Bowles, Michigan State University; Rebecca Kammes, Michigan State University Issue: Winter 2022 DOI: 10.64546/jaasep.483 Paraeducators -...
Mapping Review of Individuals Who are Bilingual with Autism Spectrum Disorders
By Valeria Yllades, Texas A&M University; Lauren Pierson, Texas A&M University; Lisa Bowman-Perrott, Texas A&M University; Claudia Dunn, Texas A&M University Issue: Winter 2022 DOI:...