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Ohio PROMISE: A Statewide System to Prepare Adults for the Needs of Children
By Wendy Grove, Ohio PROMISE, Ohio Department of Children and Youth, Columbus, Ohio; Kathy Lawton, Franklin County Board of Developmental Disabilities, Columbus, Ohio; Troy Hunter,...
Current challenges and practices in co-teaching in K-12 school
By Sarah Horne, Manhattanville College Issue: Fall 2025 DOI: 10.64546/jaasep.589 This study addresses the problem of determining the current challenges faced by collaborative teachers and...
“From Chaos to Community”: Inclusive Community Building in Middle Schools
By Kenneth Lloyd Reimer, University of Winnipeg (Canada) Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.582 Middle school is a very interesting time for students in terms of...
Modeling Co-Teaching for Collaborative Proficiency
By Todd Johnson, Texas A&M University; Kelly O. Byrd, Texas A&M University; Elizabeth Allison, Texas A&M University Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.577 Improving access and...
Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia
By Justin P. Schanck, Valdosta State University; Michael J. Bochenko, Valdosta State University; Herbert R. Fiester, Valdosta State University; Kathy D. Nobles, Valdosta State University;...
Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica
By Kishi Anderson Leachman, University of Winnipeg Issue: Winter 2025 DOI: 10.64546/jaasep.565 One of the fundamental principles of successful inclusive education outcomes is the provision...
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...
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....
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...
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...
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...
The Impact of a Special Education Course on Pre-Service Teachers’ Knowledge and Perspectives about Inclusion and Inclusive Practices
By Muhammed A. Karal, Karamanoğlu Mehmetbey University, Turkey; Neslihan Unluol-Unal, Sinop University, Turkey; Sema Tan, Sinop University, Turkey Issue: Winter 2023 DOI: 10.64546/jaasep.513 Early initiatives...
“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...
Individual Education Plans and Teams: Principals’ Roles and Responsibilities
By Emily N. Rutherford, West College of Education at Midwestern State University; Rachel Brown, Lafayette High School Issue: Spring/Summer 2021 DOI: 10.64546/jaasep.463 Principals may not...
The Role of Effective Communication in Co-teaching to Increase Student Achievement
By Kayla Y. Fells, Midwestern State University Issue: Winter 2021 DOI: 10.64546/jaasep.453 Co-teaching is an international term that describes the actions of two educational professionals...
From the Golden Rule to the Platinum Rule: Strategies for Advancing Toward Cultural Proficiency for Special Educators
By Rebecca D. Daigneault, Minot State University; Evan D. Borisinkoff, Minot State University Issue: Winter 2021 DOI: 10.64546/jaasep.449 “Cultural proficiency is a model for individual...
The Development of AISSEND: An Observation Tool to Assess Inclusive Practices
By Randa G. Keeley, Texas Woman’s University; Rebecca Alvarado-Alcantar, New Mexico State University; David W. Keeley, New Mexico State University Issue: Fall 2020 DOI: 10.64546/jaasep.440...
The Influence of Introductory Coursework on Preservice Teachers’ Sense of Self-efficacy Towards Teaching in an Inclusive Classroom
By Moriah Smothers, University of Southern Indiana; Tori Colson, University of Southern Indiana; Nina Yssel, Ball State University; Linda Taylor, Ball State University Issue: Fall...