The Development of AISSEND: An Observation Tool to Assess Inclusive Practices
By Randa G. Keeley, Texas Woman’s University; Rebecca Alvarado-Alcantar, New Mexico State University; David W. Keeley, New Mexico State University
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The Influence of Introductory Coursework on Preservice Teachers’ Sense of Self-efficacy Towards Teaching in an Inclusive Classroom
By Moriah Smothers, University of Southern Indiana; Tori Colson, University of Southern Indiana; Nina Yssel, Ball State University; Linda Taylor,
Challenges to Collaboration, Inclusion and Best Practices within the Special Education Community
By Cecilia Scott-Croff, Borough of Manhattan Community College Early Childhood Center Inc. Issue: Spring/Summer 2020 DOI: 10.64546/jaasep.429 Key Terms: Early
Playgrounds for “All” Children
By Sharon E. Rouse, The University of Southern Mississippi – Gulf Park; Rose B. Jones, The University of Southern Mississippi
Inclusive Book Club: Perspectives of Undergraduate Participants
By Shawnna Helf, Winthrop University; Debra Leach, Winthrop University Issue: Spring/Summer 2020 DOI: 10.64546/jaasep.426 Over the past decade there has
Instruction in Co-Taught Secondary Classrooms: An Exploratory Case Study in Algebra 1
By Margaret P. Weiss, George Mason University; Wendy Rodgers, University of Nevada-Las Vegas Issue: Winter 2020 DOI: 10.64546/jaasep.419 As of
The Effects of CRA/CSA Explicit Instruction for Students with and without Disabilities Taught in an Inclusive Setting
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General Educator Perceptions of School Support in Teaching Students with an IEP
Faith Kenny Manhattanville College Abstract Historically, researchers have focused on the perceptions of special education teachers regarding inclusion. Research has
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