Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
By Susan C. Davies, University of Dayton; Melissa A. McCart, University of Oregon; Rollen C. Fowler, Liberty University; Sara Timms,
Disabilities and Disorders A to Z
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What a condition is and how it shows up in school: intellectual, sensory, physical, genetic, medical, emotional and mental health conditions, plus severe and multiple disabilities.
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Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students?
By Sümeyye Arkan, Zonguldak Bülent Ecevit University; Mustafa Serdar Köksal, Hacettepe University Issue: Winter 2025 DOI: 10.64546/jaasep.566 Cognitive capacity is
Evaluation of Project Stage of a Gifted Program in Terms of Perceptions regarding Collaborative Problem-Solving Experiences: A Novice-Experienced Study
By Merve Çevik; Mustafa Serdar Koksal Issue: Fall 2024 DOI: 10.64546/jaasep.563 Unlike other individual student skills, the Collaborative Problem Solving
Levels of Telepractice Being Used By Speech-Language Pathologists Before and During the COVID-19 Pandemic in Oklahoma and Texas K-12 Schools
By Lacey Kerr, Northeastern State University; Sallie Ruskoski, Northeastern State University Issue: Fall 2024 DOI: 10.64546/jaasep.561 Selecting an effective service
Designing Appropriate Small Group Intensive Instruction within an MTSS for Students with Low Incidence Disabilities
By Timothy E. Morse, University of West Florida Issue: Spring/Summer 2023 DOI: 10.64546/jaasep.522 For the past two decades, the presentation
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
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,
Preview-View-Review: Increasing Academic Access for Students with Severe Disabilities who are English Learners
By Dolores Williamson, Clark County School District; Tracy Spies, University of Nevada, Las Vegas; Kyle Higgins, University of Nevada, Las
Individualized Rating Scales of Engagement during Group Exercise Activities for Children with Multiple and Severe Disabilities: A Process Description and Case Series
By Eydie Kendall, Plymouth State University; Karren Streagle, Idaho State Department of Education; Tania Helbert, Idaho State University Issue: Spring/Summer