Elementary Principals’ Views on the Policies and Practices of Paraeducators in Special Education
By Sarah N. Douglas, Michigan State University; Ryan P. Bowles, Michigan State University; Rebecca Kammes, Michigan State University Issue: Winter
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Applying Empathy Curriculum to Enhance the Role of the Paraprofessional for Students with Multiple Disabilities
By Christopher Russel, CUNY, Queens College; Soribel Genao, CUNY, Queens College Issue: Fall 2021 DOI: 10.64546/jaasep.473 The role of the
Association of Intellectual Risk Taking with Science Achievement of Gifted Students and Comparison of their Intellectual Risk Taking in Different Grades and Gender
By Mustafa Serdar Köksal, Hacettepe University; Esra Açikgül Firat, Adıyaman University; Gamze Akkaya, Inonu University Issue: Fall 2021 DOI: 10.64546/jaasep.472
Classroom Membership: What Does That Mean Exactly?
By Katie Heath, Roberts Wesleyan College Issue: Fall 2021 DOI: 10.64546/jaasep.466 What does classroom membership mean? Why should students with
Where is the Paraeducator Content in Introductory Special Education Textbooks?
By Sarah N. Douglas, Michigan State University; Denise J. Uitto, (retired faculty) University of Akron Wayne College; Sophia D’Agostino, Hope
Students as Causal Agents: Engagement in Course Selection
By Cathy Haarstad, Minot State University; Evan Borisinkoff, Minot State University; Rhonda Weathers, Minot State University Issue: Spring/Summer 2021 DOI:
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
Experiences of a Student with Learning Disability in Science: Supporting Students to Enhance Learning
By Allison L. McGrath, Otterbein University; Marie Tejero Hughes, University of Illinois at Chicago Issue: Winter 2021 DOI: 10.64546/jaasep.452 Science