Ohio PROMISE: A Statewide System to Prepare Adults for the Needs of Children
By Wendy Grove, Ohio PROMISE, Ohio Department of Children and Youth, Columbus, Ohio; Kathy Lawton, Franklin County Board of Developmental
Inclusion
Recommended courses
Students with disabilities in general education: least restrictive environment, co-teaching, collaboration with general educators.
Current challenges and practices in co-teaching in K-12 school
By Sarah Horne, Manhattanville College Issue: Fall 2025 DOI: 10.64546/jaasep.589 This study addresses the problem of determining the current challenges
“From Chaos to Community”: Inclusive Community Building in Middle Schools
By Kenneth Lloyd Reimer, University of Winnipeg (Canada) Issue: Spring/Summer 2025 DOI: 10.64546/jaasep.582 Middle school is a very interesting time
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
Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia
By Justin P. Schanck, Valdosta State University; Michael J. Bochenko, Valdosta State University; Herbert R. Fiester, Valdosta State University; Kathy
Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica
By Kishi Anderson Leachman, University of Winnipeg Issue: Winter 2025 DOI: 10.64546/jaasep.565 One of the fundamental principles of successful inclusive
Working Together: Graduate Level Special Education Teacher Recruitment Through a School-University Partnership
By Adam W. Jordan, College of Charleston; Kevin Eakes, College of Charleston; Hannah Woods, College of Charleston Issue: Fall 2024
Inclusion and Self-Determination for Secondary Students with Disabilities: The Effects of Interventions and Classroom Placement
By Jacqueline Anton, University of California, Berkeley and San Francisco State University; Mayumi Hagiwara, San Francisco State University; Sheida K.
Influence of Resource Availability on Disability-inclusion in Under-resourced Early Childhood Development Centers
By Esther Musengi, Zimbabwe Open University Issue: Spring/Summer 2024 DOI: 10.64546/jaasep.552 Despite the growing body of knowledge and scholarship globally