Effectiveness of a peer-mediated intervention on writing skills for students with autism
By Siddiq Ahmed, American College of Education, Indianapolis, IN; Mohammed Al Jaffal, King Saud University, Riyadh, Saudia Arabia Issue: Fall
Classroom and Teaching Strategies
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Running the classroom and teaching the lesson: classroom management, routines, reading, writing and math instruction, UDL, technology, paraprofessionals.
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A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
By Tara Mason, University of California, Berkeley; Kimberly Yadon, Western Colorado University Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.580 This descriptive research
Modeling Co-Teaching for Collaborative Proficiency
By Todd Johnson, Texas A&M University; Kelly O. Byrd, Texas A&M University; Elizabeth Allison, Texas A&M University Issue: Spring/Summer 2025
Teachers’ Perceptions of the Effects of Remote Learning
By Marissa Cordaro Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.575 This study sought to examine what the effects of remote learning are
Reading Comprehension Instruction for Students with Autism Spectrum Disorder: A Review of the Literature from 2008 to 2020
By Neal Nghia Nguyen, Stephen F. Austin State University; Noelle Balsamo, California State University at Fresno; William Garnett, California State
Culturally and Linguistically Responsive Teaching: A Literature Review
By Maríateresa H. Muñoz, Florida International University; Jorge Valdés, Florida International University Issue: Fall 2024 DOI: 10.64546/jaasep.557 An increasing number
Evaluating Special Educators Knowledge of High Leverage Practices: Finding a High-Leverage Rubric
By Emily Smith, University of Alaska Southeast; Pamela Brezenski, Educational Service Unit #13, Nebraska; Jessica Broderick, Educational Service Unit #13,
Raising Expectations in Literacy for Students with Extensive Support Needs Using Multiliteracies
By Sudha V. Krishnan, San Jose State University Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.551 Bella teaches a high school self-contained class
From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based Practice
By Caitlin J. Criss, Georgia Southern University; Stephanie M. Devine, Georgia Southern University; Cynthia C. Massey, Georgia Southern University Issue: