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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...
JAASEP SPECIAL ISSUE 2026
JAASEP Editorial Board of Reviewers Exploring Behavioral Continuums in Early Childhood and Special Education Settings Michela Carattini - Mays & Joseph Morgan H-U-G-S: A Simple...
August 2025 – Special Educator e-Journal
Download a PDF Version of This e-Journal A Word from Our Sponsor The Tourette Association of America has compiled a comprehensive list of resources to...
The Auditory Environment at Early Intervention Groups for Young Children With Hearing Loss: Signal to Noise Ratio, Background Noise, and Reverberation
Annerenée Meijer, Michel Ruben Benard, Aart Woonink, Deniz Baskent, Evelien Dirks In this article for NASET’s Early Intervention Series the study titled “The Auditory Environment at Early Intervention Groups for Young Children With...
May 2025 – Special Educator e-Journal
Download a PDF Version of This e-Journal To View or Download a PDF file for this issue of the Special Educator e-Journal - CLICK HERETo top...
Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals
Kristina Rios, Ph.D.California State University of Fresno Molly Buren, Ph.D.National Louis UniversityThis article for NASET’s Early Intervention Series was taken from the Winter 2025 edition of...
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...
JAASEP FALL 2007
Table of Contents Faculty Epistemological Beliefs as a Mediator to Attitudes Toward Persons with DisabilitiesRelationship Between Service Coordinator Practices and Early Intervention ServicesIndividualized Interventions: When...
Assessment of Preschool Early Literacy Skills: Linking Children’s Educational Needs with Empirically Supported Instructional Activities
This issues of NASET’s Early Intervention series provides a resource that explores how early childhood assessment informs instruction and intervention, highlighting screening, diagnostic, and progress...
What is Early Intervention
IntroductionEarly intervention services are designed to address the developmental needs of eligible infants and toddlers with disabilities, ages birth to the third birthday, and their...
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...
Using Visual Supports for Young Children
This issue of NASET’s Early Intervention series is a product of the National Center for Pyramid Model Innovations and was made possible by Cooperative Agreement...
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...
Part C Finance Glossary
This issue of NASET’s Early Intervention series offers our members a glossary of terms relevant to finance for IDEA Part C and Part B, Section...