A Brief Report on Teacher Mask Wearing and Learning in Children with ASD
By Makayla Heisler, Institute for Child Development Binghamton University; Jennifer Gillis Mattson, Institute for Child Development Binghamton University; Rachel N.
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Infusing High Leverage Practices into Culturally Relevant Education to Support Culturally and Linguistically Diverse Students with Disabilities
By Toni Franklin, Columbus State University; Maria Peterson Ahmad, Texas Woman’s University Issue: Fall 2023 DOI: 10.64546/jaasep.529 Ms. Sullivan is
Leadership Matters: Elementary Self-Contained Autism Special Education Teachers’ Perceptions of Administrator Support
By Kasey Dye, Virginia Commonwealth University; Rachel Walker Bowman, Virginia Commonwealth University Issue: Fall 2023 DOI: 10.64546/jaasep.528 Public schools are
Teacher’s Perspectives of Integrated Therapy Service Deliveries: A Case Study
By Vidya Pingale, Hofstra University; Tina S. Fletcher, Texas Woman’s University Issue: Fall 2023 DOI: 10.64546/jaasep.527 Under IDEA, children with
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JAASEP Editorial Board of Reviewers Teacher’s Perspectives of Integrated Therapy Service Deliveries: A Case Study Vidya Pingale and Tina S.
Issue #49 – “How To” Series
Self-Advocacy for Youth and Young Adults with Disabilities: 15 Tips for Self-Advocates This issue of NASET’s How To series focuses
Teachers’ Instructional Language with Children with Mild and Severe Language Difficulties in Self-contained Special Education Classrooms
By Wenjing Zheng, Minot State University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.526 Although the role of the language environment in the
Teachers’ Perceptions of School Behavior Support Systems: A Case Study
By Laura N. Sarchet, Niagara University Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.525 Schools have an enormous responsibility to meet the academic,