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Factors Supporting Retention of Early Childhood Special Educators: A Qualitative Thematic Analysis
By Aaron Deris, Minnesota State University, Mankato; Cynthia DiCarlo, Louisiana State University Issue: Fall 2026 DOI: 10.64546/jaasep.612 Retention of early childhood special educators is critical...
Linking Assessment and Trauma-Informed Intervention in Preschool: Exploring the Implementation of Rebound & Recovery
By Tai Cole, Stoops Center for Communities, Families, and Children, Florida State University; Chelsea Morris, Department of Individual, Family, and Community Education, University of New...
From IFSP to IEP: Promoting Equitable Early Childhood Transitions in New Mexico
By Candi Running Bear, Department of Special Education, University of New Mexico; Yen K. Pham, Department of Special Education, University of New Mexico; Glenabah Martinez,...
H-U-G-S: A Simple Framework for Social-Emotional Learning During Daily Routines
By Sarah Sexton, Family, Infant, and Preschool Program, North Carolina Department of Health and Human Services; Frances Davis, Posthumously Issue: Special Issue 2026 DOI: 10.64546/jaasep.665...
Exploring Behavioral Continuums in Early Childhood and Special Education Settings
By Michela Carattini - Mays, School of Education, Southwest Minnesota State University; Joseph Morgan, Department of Multilingual, Early Childhood, and Special Education, University of Nevada...
Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals
By Kristina Rios, California State University of Fresno; Molly Buren, National Louis University Issue: Winter 2025 DOI: 10.64546/jaasep.572 The aim of early intervention (EI) is...
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...
The Numbers Don’t Lie – Or Do They? Small Sample Size Hides Lived Reality of Representation of Native American Students in Special Education
By Cheryl Wold, Northern State University; Alan Neville, Northern State University; Pamela Monaghan-Geernaert, Northern State University Issue: Winter 2023 DOI: 10.64546/jaasep.516 Concerns about minority overrepresentation...
Facilitating Student Engagement Using Optimal Trunk Support for Children with Postural Dysfunction
By Thilagha Jagaiah, University of Hartford; Sandra Saavedra, University of Hartford Issue: Winter 2023 DOI: 10.64546/jaasep.512 Sufficient trunk stability is required to actively engage in...
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...
The Efficacy of Rhyme Instruction in Early Childhood Special Education
By Lisa A. Pufpaff, Ball State University Issue: Spring/Summer 2021 DOI: 10.64546/jaasep.457 Rhyme awareness is defined as the ability to hear, manipulate, and produce spoken...
Services for Young Children with Disabilities in Romania in the Post-Communist Era
By Luminita Hartle, Illinois State University; Amanda Quesenberry, Illinois State University; Sharon Doubet, Illinois State University Issue: Fall 2020 DOI: 10.64546/jaasep.442 Located in the southeastern...
Challenges to Collaboration, Inclusion and Best Practices within the Special Education Community
By Cecilia Scott-Croff, Borough of Manhattan Community College Early Childhood Center Inc. Issue: Spring/Summer 2020 DOI: 10.64546/jaasep.429 Key Terms: Early intervention, special education, parents, inclusion,...
Use of Shaping to Overcome the Fear of Entering a Restroom: A Case Study of a Preschooler with Autism
By Suja M. George, Fresno Pacific University Clovis Unified School District; Tamara Soemali, Fresno Pacific University Clovis Unified School District Issue: Winter 2020 DOI: 10.64546/jaasep.413...
But… How Helpful is That? Parents’ Views on the Helpfulness of Selected Resources When Making Educational Decisions for Their Young Children with Disabilities
María Isolina Ruiz, Ph.D. University of Louisiana at LafayetteLinda Flynn-Wilson, Ph.D. University of New OrleansLauren Giovingo, Ph.D. Philip G. Wilson, Ph.D. Louisiana State University Abstract...
But… How Helpful is That? Parents’ Views on the Helpfulness of Selected Resources When Making Educational Decisions for Their Young Children with Disabilities
By María Isolina Ruiz, University of Louisiana at Lafayette; Linda Flynn-Wilson, University of New Orleans; Lauren Giovingo, Louisiana State University; Philip G. Wilson, Louisiana State...
Poverty and Learning: The Effects of Poverty in the Classroom
Dr. Jessie S. Thacker-King Arkansas State University Abstract “Education is the most powerful weapon which you can use to change the world” Nelson Mandela (Strauss,...
Poverty and Learning: The Effects of Poverty in the Classroom
By Jessie S. Thacker-King, Arkansas State University Issue: Winter 2019 DOI: 10.64546/jaasep.390 Abstract "Education is the most powerful weapon which you can use to change...
Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
Chelsea T. Morris, Ph.D. University of Miami - Rachel J. Chidester, M.S. Crozet Speech and Learning Center Abstract This paper describes a single-case study that...
Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
By Chelsea T. Morris, University of Miami; Rachel J. Chidester, Crozet Speech and Learning Center Issue: Spring/Summer 2018 DOI: 10.64546/jaasep.365 Abstract This paper describes a...