Pre-service Teachers’ Attitudes Toward Including Students with ASD in General Education
By Mary A. Houser, West Chester University of Pennsylvania; Tara S. Guerriero, West Chester University of Pennsylvania; David L. Bolton,
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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
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
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
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
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JAASEP Editorial Board of Reviewers A Case Study of Compounding Views of Paraprofessional Roles and Relationships in Preschool Classrooms: Implications
Issue # 21 – RTI Roundtable
RTI and MTSS Explained for Private School Educators: What are Our Colleagues in Public Schools up to? By Caryn London
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