Software Enabling School Improvement Through Analysis
By Sharon E. Rouse, The University of Southern Mississippi; Rose Jones, The University of Southern Mississippi, Retired; Jonnie Cleveland, President
Publications Pro
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:
Experiences of Parents and Practitioners Working with Middle School Students with ASD During the COVID-19 School Shutdown
By Kristie Asaro-Saddler; Heather Kurto; Lisa Chelkowski; Hedayat Ghazali Issue: Winter 2023 DOI: 10.64546/jaasep.515 The novel COVID-19 virus has had
Strategies and Challenges to Teaching Students with Special Needs During a Pandemic
By Sarana Eyire Roberts, California State University, Bakersfield; Yeunjoo Lee, California State University, Bakersfield Issue: Winter 2023 DOI: 10.64546/jaasep.514 In
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
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
Life Skill Programs: An Exploratory Survey of School Based Programming in the Public High School Setting
By Kathleen Hegarty Follis, American International College; Christine Helfrich, American International College; Allison Sullivan, American International College Issue: Winter 2023
Retaining Special Educators with Autism Expertise in Schools
By Laura J. Hall, San Diego State University; Beth Allison Pavez, San Diego State University Issue: Winter 2023 DOI: 10.64546/jaasep.510
Creating Trauma-Informed Spaces for Youth in Residential Programs
By Aimee J. Hackney, University of Alabama; Nina R. Graham, University of Alabama; Kristine Jolivette, University of Alabama; Sara Sanders,