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JAASEP - Research Based Journal in Special Education

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All members of The National Association of Special Education Teachers , through an agreement with the American Academy of Special Education Professionals , will now have free access to an online peer reviewed research journal in special education, the Journal of the American Academy of Special Education Professionals ( JAASEP ).

The Journal of the American Academy of Special Education Professionals ( JAASEP ) is an online peer-reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice.  JAASEP is a multi-faceted electronic journal that seeks new contributions based on original work of practitioners and researchers with specific focus on or implications for the field of special education.

The content of  JAASEP  is likely to be of interest to college or university faculty, school administrators, educational evaluators, psychologists, special education teachers, psychiatrists, medical doctors, directors of special education services, directors of early intervention agencies, infant-toddler service coordinators, transition service coordinators, speech and language pathologists, occupational and physical therapists, educational lawyers, and all other practitioners and professionals in the field of special education.

We hope that you take the time to read the professional literature provided. As always, if you have any questions or comments, please contact us at: [email protected]

JAASEP SPRING/SUMMER 2024 - CLICK HERE

JAASEP Editorial Board of Reviewers

From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based Practice

Caitlin j. criss, stephanie m. devine, and cynthia c. massey, wellness and resiliency plans for special educators throughout the covid-19 global pandemic and beyond, dr. elizabeth o’neill hunter and dr. elizabeth m. anderson hunter, parent involvement in sexuality education programs for individuals with developmental disabilities: a thematic review, rebecca r. kammes, rhonda s. black and emily c. tucker, teacher evaluation and the professional development connection: perspectives of special education teachers, zaher m. kmail and gordon brobbey, raising expectations in literacy for students with extensive support needs using multiliteracies, sudha v. krishnan, influence of resource availability on disability-inclusion in under-resourced early childhood development centers, esther musengi, d.ed, evaluating special educators knowledge of high leverage practices: finding a high-leverage rubric, emily smith, pamela brezenski, jessica broderick and dennis cavitt, supporting children experiencing social and emotional needs who are identified by school staff as at risk of exclusion due to disruptive classroom behavior, robert white, using the problem-antecedent-consequences-solution curriculum to improve socio-sexual decision-making of students on the autism spectrum  , dr. pamela s. wolfe, dr. muhammed a. karal and dr. jonte c. taylor .

Author Guidelines for Submission to JAASEP

Copyright and Reprint Rights of JAASEP

Download this Issue of JAASEP - Download Page

Jaasep winter 2024 - click here, an overview of the challenges and resources special education professionals reported during the early covid-19 pandemic, ai kamei, kathryn lubniewski, stacy lauderdale littin, carol mcarthur-amedeo, mary haspel, & wendy harriott, an exploration of pre-service teachers’ attitudes toward including students with autism spectrum disorder (asd) in general education, mary. a. houser, tara s. guerriero, & trevor o’brien, supporting student engagement through the use of various discussion formats in a graduate teacher education course, marla j. lohmann, & kathleen a. boothe, ramping up 504 professional development for all types of educators: going beyond section 504 being a special education responsibility, shawna p. ortogero,  vera glushenko, joan umiokalani jensen, victoria timmerman, & tierney o. barcarse, parent perspectives of transition planning for english learners with disabilities, yi-chen wu, martha thurlow & david johnson, when parents of children with severe autism become their teachers: unique cases from the covid-19 pandemic, sydney bueno, uzeyir ogurlu, lisa bardon, & nikki logan, a rural community's role and process to secure work experiences for youth with disabilities, building communities of practice: initial perceptions of an interdisciplinary preparation program for special education teachers and social workers, robbie j. marsh, heather, baltodano-van ness, & monica brown, parent perceptions of interactions with professionals that improve individualized education program development, kristopher hawk yeager, malarie e. deardorff, belkis choiseul-praslin, wendy r. mitchell, courtney tennell, & brooki beasley, a comparison of teaching efficacy between paraprofessionals and special education teachers working with special education students, cristhian c. altamirano, & dake zhang , jaasep fall 2023 - click here, table of contents, teacher’s perspectives of integrated therapy service deliveries:  a case study, vidya pingale and tina s. fletcher, leadership matters: elementary self-contained autism special education teachers’ perceptions of administrator support, kasey dye and rachel walker, infusing high leverage practices into culturally relevant education to support culturally and linguistically diverse students with disabilities, toni franklin and maria peterson ahmad, a brief report on teacher mask wearing and learning in children with asd, makayla heisler, jennifer gillis mattson, and rachel n. s. cavalari, art therapy and autism: a picture of the literature, caroline guardino, rebekah wallis, arien peppers harrison, and morgan green, teacher perceptions regarding the effects of online learning during the pandemic with regards to the progression or regression of students’ reading levels, rachel palumbo, ready for the world increasing effective post-secondary readiness for students in special education based on educator and practitioner points-of-view, deshanna reed and dr. cruz casiano, to buy or not to buy: understanding how special educators make decisions as consumers of intervention materials for children with disabilities, dr. lesley sylvan, erica goldstein and dina hafez, essential dispositions for inclusive educators: an examination of national standards and guiding principles, joanne m. van boxtel and megan chaney, comparing preservice and inservice teachers’ perceptions and actual knowledge of phonics, cheryl wold, andria l. moon, alan l. neville, and tim houge, download fall 2023 issue of jaasep - download page, jaasep spring/summer 2023 - click here, delphi technique: parents identify protective factors to address problem behaviors in adolescents with and without disabilities, monica r. brown, public k-12 education response to serving special education students during covid: a content analysis, cheryl l. burleigh, andrea m. wilson, and erik bean, experiences of special education teachers in new york state during covid-19 remote instruction, kimberly f. colvin, tammy g. ellis-robinson, and taja r. young, inclusive education and rural middle school general education teacher preparedness, joseph a. hogan, designing appropriate small group intensive instruction within an mtss for students with low incidence disabilities, timothy e. morse, spelling interventions for elementary and secondary students with learning disabilities: a systematic review, reagan murnan, conversation analysis of shared reading with students who have significant support needs, nancy quick, penelope hatch, & karen erickson, teachers’ perceptions of school behavior support systems: a case study, laura n. sarchet, teachers’ instructional language with children with mild and severe language difficulties in self-contained special education classrooms, wenjing zheng, download spring/summer 2023 issue of jaasep - download page, jaasep winter 2023 - click here, the effectiveness of oculomotor rehabilitation on impaired reading skills: a case study approach, jamie l. chichy, julie w. ankrum, and rebecca wincek-bateson, preliminary evaluation of a community-based parent mentor program: empowering families to navigate special education, heidi r. cornell, & jennifer stone, creating trauma-informed spaces for youth in residential programs, aimee j. hackney, nina r. graham, kristine jolivette & sara sanders, retaining special educators with autism expertise in schools, laura j. hall & beth allison pavez, life skill programs: an exploratory survey of school based programming in the public high school setting, kathleen hegarty follis, christina helfrich & allison f. sullivan, facilitating student engagement using optimal trunk support for children with postural dysfunction, thilagha jagaiah & sandra saavedra, the impact of a special education course on pre-service teachers’ knowledge and perspectives about inclusion and inclusive practices, muhammed a. karal, neslihan unluol-unal, & sema tan, strategies and challenges to teaching students with special needs during a pandemic, sarana eyire roberts & yeunjoo lee, experiences of parents and practitioners working with middle school students with asd during the covid-19 school shutdown, kristie asaro-saddler, heather kurto, lisa chelkowski & hedayat ghazali, the numbers don’t lie – or do they small sample size hides lived reality of representation of native american students in special education, cheryl wold, alan neville & pamela monaghan-geernaert, software enabling school improvement through analysis, sharon e. rouse, rose jones & jonnie cleveland, download winter 2023 issue of jaasep - download page, jaasep fall 2022 - click here, a case study of compounding views of paraprofessional roles and relationships in preschool classrooms: implications for practice and policy, tiara saufley brown and tina stanton-chapman, video modeling to support physical activity in children with    autism spectrum disorder: a systematic review, joann p. judge, kristen n. morgan, and angela clifton, practicing teachers’ use of online tools for iep goal writing and instructional support, michael dunn and mary rice, special education in rural mexico: two schools in jalisco, alejandra favela and phyllis petteys, pre-service teachers’ attitudes toward including students with asd in general education, mary a. houser, tara s. guerriero, david l. bolton, and esther smidt, a competency-based education case study: a mathematics intervention for a five-year-old with autism spectrum disorder (asd), meirav tzohar-rozen, yael kimhi, and dalia cohen, lessons from the trenches: special education service delivery and instruction amidst the covid-19 health crisis in california schools, nicole nicholson, choosing a career path: moving beyond the challenges of autism spectrum disorder, vicky g. spencer, and s. lynn cesard, preview-view-review: increasing academic access for students with severe disabilities who are english learners, dolores williamson, tracy spies, kyle higgins, and shannon sparks, beating the odds: how six post-secondary learners overcame common challenges of attention deficit hyperactivity disorder, martha l. wise, barbara l. wise, and sarah jones, jaasep spring/summer 2022 - click here, examining general education and special education teacher preparedness for co-teaching students with disabilities, cindy causey, lina soares, catherine s. howerter, and peggy shannon-baker, “i’m not prepared”: experiences of professionals working with students with disabilities and co-occurring mental health disorders, megan fujita, grace l. francis, and jodi duke, i-care: a scaffolded instructional approach to teach teachers and staff self-care practices within juvenile justice facilities, sara sanders, skip kumm, brandis m. ansley, and kristine jolivette, increasing pre-service special education teacher skills on performance feedback, tosha l. owens, melissa e. hudson, and karen s. voytecki, using video self-monitoring to improve teacher implementation of evidence-based practices for students with autism spectrum disorder, selena j. layden, annemarie l. horn, and kera e. hayden, understanding how individuals overcome their dyslexia: struggles, turning points in life, and advice, nai cheng kuo, karin m. fisher, jennifer jones, sara hillis, i-chien chen, and keonna stanley, special educators’ perceptions of high-leverage practices, cynthia ann farley and rhonda s. black, paraeducators: an important member of educational team for students with disabilities, sarah n. douglas, ryan p. bowles, and rebecca kammes, ph.d., individualized rating scales of engagement during group exercise activities for children with multiple and severe disabilities: a process description and case series, eydie kendall, karren streagle, and tania helbert, transforming the narrative identity of a student with extensive support needs using multiliteracies, sudha krishnan, jaasep winter 2022 - click here, structured play groups for children with autism spectrum disorder: a critical review, david adams, scott mcnamara, melissa bittner, jill pawlowski & kelly hangauer, assessing the implementation of differentiated instruction using technology within pre-service teacher education programs, annah l. hill, & mariha k. shields, collaborative inclusive programs: influences of administrators and teacher leaders, jane m. leatherman, enhancing conversational skills among college students with intellectual disabilities within naturalistic settings, jason robinson, tracy gershwin, michelle athanasiou, & dina london, self-determination strategies for students with disabilities from culturally and linguistically diverse backgrounds, yan wei, katrina a. hovey, lydia gerzel-short, rhonda d. miller, jerae kelly, & yun-ju hsiao, mapping review of individuals who are bilingual with autism spectrum disorders, valeria yllades, lauren pierson, lisa bowman-perrott, & claudia dunn, elementary principals’ views on the policies and practices of paraeducators in special education, sarah n. douglas, ryan p. bowles, & rebecca kammes, child find activities between public school personnel: engagement, barriers, and experiences, julie m. lane, & david r. jones, perceptions of the efficacy of classroom management techniques, philip r. mehler, investigating the journal impact factor of special education journals indexed in the social sciences science edition from web of science, funda örnek, ruben miranda, & metin orbay, a uthor guidelines for submission to jaasep, jaasep fall 2021 - click here, educational leaders’ perspectives on their preparation, practice, and professional development in multi-tiered systems of support, jodi drury, michael p. krezmien, kristine a. camacho, and alicia gonzales, where is the paraeducator content in introductory special education textbooks, sarah n. douglas, denise j. uitto, sophia d’agostino, classroom membership: what does that mean exactly, dr. katie heath, teaching middle school students with disabilities to solve multi-step equations using the hands-on equations system, thomas c. hendrickson, & annemarie horn , the impact of a community-university partnership program on special education teacher training in autism spectrum disorder, emily r. shamash & alyson m. martin, the practices of teachers in the development of post-secondary skills in students with learning disabilities, sara taylor, using social stories to decrease negative behaviors in students with autism and other disabilities, vivian c. williams, using technology-based interventions to improve the social-communication skills of adolescents with autism spectrum disorder (asd), nicole anthony & cynthia wooten, association of intellectual risk taking with science achievement of gifted students and comparison of their intellectual risk taking in different grades and gender, mustafa serdar köksal, esra açikgül firat & gamze akkaya, applying empathy curriculum to enhance the role of the paraprofessional for students with multiple disabilities, christopher russel & soribel genao, teaching children with sma 1 to expressively communicate using augmentative and alternative communication systems: extending functional communication teaching using a model of verbal behavior, cheryl ostryn, what school psychologists should know about multiple sclerosis, ashley n. phillips & denise e. maricle, increasing independent toileting in children with autism spectrum disorder and other developmental disabilities: a systematic review, vicky g. spencer & meghan ello, jaasep spring/summer 2021 - click here, short-term fun or long-term outcomes the effects of authentic pedagogy on the dispositional development of college students learning about the educational needs of children with disabilities, laura bassette, ph.d., bcba-d, ruth jefferson, ed.d., matthew stuve, ph.d. & anthony mangino, m.a., parental perceptions of the transition to adulthood for their children with disabilities, megan gross, b.s., annamayil manohar, b.s., & katherine k. rose, ph.d., “everything now falls on me”: parent perspectives on services lost and challenges during virtual learning for youth with disabilities, elizabeth g. s. munsell, ms, otr/l, ariel e. schwartz, phd, otr/l, elizabeth k. schmidt, phd, otr/l & jennifer chen, phd, otr/l, the efficacy of rhyme instruction in early childhood special education, lisa a. pufpaff, ph.d., legal issues and parent rights for culturally and linguistically diverse students with disabilities, valeria yllades, claudia dunn & jennifer b. ganz, what the medical doctor knows: medical-educational partnerships for success, michelle curtin, do, faap & christine raches, psyd, hspp, bcba, imh-e, students as causal agents: engagement in course selection, ms. cathy haarstad, ms, dr. evan borisinkoff, ph.d., & ms. rhonda weathers, ms, an examination of the correlation between administrator teacher support and teacher self-efficacy level, shiradon h. kirk, ed.d, aarek w. farmer, ed.d & charles vires, jr., ph.d, enhancing self-determination for students with complex communication needs using the self-determined learning model of instruction, sheida k. raley, m.ed., karrie a. shogren, ph.d. & kathryn m. burke, ph.d., individual education plans and teams: principals' roles and responsibilities, emily n. rutherford, edd. & rachel brown, phd, jaasep winter 2021 - click here, fluency matters: an outline to students becoming fluent readers using research based practices in under an hour: a quasi-experimental research study, nicole vozza, quality of life for individuals with disabilities during the covid-19 pandemic  , shannon l. sparks & sang nam, the influence of teaching assignment on burnout in special education teachers, shannon b. romano, olivia r. hester, lauren h. rollins, & randall e. schumacker, retaining special education graduate students in times of transition, karen m. potter, randa g. keeley & breanna l. sherrow, is practice in a mixed-reality environment better than role play for promoting implementation fidelity of the constant time delay procedure for special education undergraduates, melissa e. hudson, from the golden rule to the platinum rule: strategies for advancing toward cultural proficiency for special educators, rebecca d. daigneault & evan d. borisinkoff, answering wh-questions with the support of graphic organizers: effects on 8th graders with autism spectrum disorder, karin r. kliemann, miriam c. boesch & endia j. lindo, investigating the journal impact factor of special education journals indexed in the social sciences science edition from web of science , funda örnek, ruben miranda & metin orbay, experiences of a student with learning disability in science: supporting students to enhance learning, allison l. mcgrath & marie tejero hughes, the role of effective communication in co-teaching to increase student achievement, kayla y. fells, jaasep fall 2020 - click here, what parents tell their post-secondary students with intellectual and developmental disabilities about money, joanne caniglia, yvonne michali, michelle meadows, & davison mupinga, the perceived effectiveness of using mindfulness as a strategy for special educators in coping with the stress of their work environment  , lisa ciraldo, the influence of introductory coursework on preservice teachers’ sense of self-efficacy towards teaching in an inclusive classroom, moriah smothers, tori colson, nina yssel, & linda taylor, insights gained from special education pre-service teachers interviewing paraprofessionals, rob schulze, experiences of special educators in creating opportunities for students to practice self-determination, kaitlyn m. millen, lori y. peterson, jason robinson, & timothy m. luff, examining the effectiveness of fidgets on attention of elementary students with adhd, leslie a. mathews, kimberly j. osmani, & james e. martin, autism spectrum disorder: a cross-cultural variability in personal identity, dr. aftab khan & dr. michel ferrari, the development of aissend: an observation tool to assess inclusive practices  , randa g. keeley, rebecca alvarado-alcantar, & david w. keeley, exploring factors related to burnout among special education teachers in specialized schools, dr. oksana huk & dr. brian cesario, services for young children with disabilities in romania in the post-communist era, luminita hartle, amanda quesenberry, & sharon doubet, progress in education for students with intellectual disabilities in saudi arabia: evaluating status, khalid h. alshamri, jaasep spring/summer 2020 - click here, effects of mass trials versus distributed trials during a shared story reading for students with moderate to severe disabilities, mona nasir-tucktuck, joshua n. baker, cori more, k. ryan wennerlind, and stephanie devine, a pilot study of a self-determination curriculum on secondary students  , brent a. askvig, melissa naslund, evan d. borisinkoff, and rebecca daigneault, student voices: a qualitative self-awareness study of college students with disabilities, chen-ya juan, penny l. cantley, james martin, and brad mays, effects of physical activity on executive function of children with adhd, jeffery l. hart and david phillips, inclusive book club: perspectives of undergraduate participants, shawnna helf, and debra leach, constructivism, zone of proximal development and target in a multi-dimensional classroom, bradley johnson, ph.d., playgrounds for “all” children, sharon e. rouse, rose b. jones and david w. walker, challenges to collaboration, inclusion and best practices within the special education community, cecilia scott-croff, use of visual performance feedback to increase teacher use of behavior-specific praise among high school students with severe disabilities, michelle l. simmons, robin h. lock, janna brendle, and laurie a. sharp, empowering refugee families of students with disabilities, sadia warsi, and karen fitzgerald, individual education plan considerations for online learning: accommodations, carolyn l. berenson, jaasep winter 2020 - click here, transition programs for individuals with disabilities: a post-secondary college experience leading to greater independence in life and work, karen h. feathers and deborah e. schadler, use of shaping to overcome the fear of entering a restroom: a case study of a preschooler with autism, suja m. george, and tamara soemali, the effects of cra/csa explicit instruction for students with and without disabilities taught in an inclusive setting, vanessa hinton, anna gibbs, and toni franklin, cultural issues: treating & diagnosing adhd, noe ramos, and john lowdermilk, the impact of social communication on employment success for adolescents with asd, beth clavenna-deane, mary pearson, and blake hansen, hopes and hurdles: parents’ perceptions and experiences with transition planning for students with intellectual disabilities, jason robinson, and tracy gershwin mueller, how early experiences in cognitive development improve working memory and processing speed skills of children, heather dube, and sarah sarette, instruction in co-taught secondary classrooms: an exploratory case study in algebra 1, margaret p. weiss and wendy rodgers, the effects of relationship history on student responding in an academic setting, regan weston, tonya davis, and abby hodges, a brief primer of three major counseling theories for use by school-based personnel, samuel f. whitley, jaasep fall 2019 - click here, a systematic review of video modeling interventions to improve the independent living skills of students with autism spectrum disorder and intellectual disability, kaylee s. wynkoop, daniel r. wissinger, and matthew van horn, what challenges do special education teacher educators encounter while preparing novice special education teachers, laurie a. sharp & frank goode, services and supports for individuals with autism spectrum disorders in the kingdom of saudi arabia, siddiq ahmed, morgan chitiyo, and mohamad al-jaffal, how parents of students with pandas or pans perceive the educational process, patricia rice doran and elizabeth o’hanlon, the changing role of the itinerant teacher of the deaf: a snapshot of current teacher perceptions, holly f. pedersen and karen l. anderson, augmentative and alternative communication in classrooms: special education teacher competences, rashed a. aldabas, overcoming adapted physical education barriers through collaboration among special educators and administrators, scott w.t. mcnamara, lisa silliman-french, valda morgan, and tammy l. stephens-pisecco, perceived effectiveness of classroom management interventions with attention deficit/hyperactivity disorder, darlene desbrow, theory to practice: implementation achievements and challenges of response to intervention in a rural district, brenda l. barrio, kira j. carbonneau, marcus poppen, darcy miller, michael dunn, and yun-ju hsiao, general educator perceptions of school support in teaching students with an iep, faith kenny, jaasep spring-summer 2019 - click here, use of projective techniques in emotional disturbance evaluations, ryan a. allen, timothy hanchon, & bradley bornancin, developing culturally responsive transition plans using the indicator 13 checklist, meungguk park, morgan chitiyo, changdeog huh, and waganesh zeleke, an assessment of perceived antecedents to attitudes of college students towards children with autism, anthony m. denkyirah, yaw nyadu offei & emmanuel k. acheampong, exploring the effects of the autismate application on a 12 year-old boy with asd: a case study, natalie g. wall, julie ivey, and karen frederick, addressing the need for progress in special education:  understanding endrew f. and the role of special educators, laura kern, heather peshak george, lauren l. evanovich, and stephanie martinez, creating self-efficacious special educators through mentoring during teacher preparation, mary m. lombardo-graves, challenging behavior in students with an intellectual disability: promoting understanding and compassionate educational practice, evelyn bilias-lolis and alyson m. martin, exploring preservice teachers' perceptions of preparedness to teach students with disabilities, linda m. reeves, rebecca m. giles, and todd johnson, but… how helpful is that  parents’ views on the helpfulness of selected resources when making educational decisions for their young children with disabilities, maría isolina ruiz, linda flynn-wilson, lauren giovingo, and philip g. wilson, an investigation of co-teaching to improve academic achievement of students with disabilities: a meta-analysis, mickey losinski, sara sanders, robin parks-ennis, nicole wiseman, jessica nelson, and antonis katsiyannis, evaluation of the rhythmic arts project, a multi-modal rhythm-based perception and action intervention, in a school-based setting in children with autism spectrum disorders, beth a. smith, eddie tuduri, emily mostovoy, denise pannell, and chris landon, jaasep winter 2019 - click here, responding to the endrew’s decision: measuring meaningful educational benefit, deborah w. hartman, social skills for students with moderate to severe disabilities: can community based instruction help, carissa hernandez, m.a. & saili s. kulkarni, ph.d., mobile hearing screening in a rural community school in ghana, an investigation of special education preservice teachers' perspectives and practices of steam education, ashley gess, ph.d.  & nai-cheng kuo, ph.d., increasing teachers' use of behavior-specific praise with the teacher vs. student game, renée e. lastrapes, ph.d. , jennifer n. fritz, ph.d. & robert c. hasson, ed.d., building independence through self-prompting with technology, dana r. reinecke, ph.d., bcba-d, meeting the needs of students with disabilities: characteristics of universal design of instruction in odds-beating middle schools, heather kurto, m.s. ed., kristen c. wilcox, ph.d. & kristie asaro-saddler, ph.d., social skill and self-advocacy goals: an iep study, gregory w. smith, ph.d., k. alisa lowrey, ph.d. & david walker, ed.d., perspectives on current practices and barriers to training for paraeducators of students with autism in inclusive settings, emily eyrolles sobeck, ph. d & rachel robertson, ph.d., bcba-d, poverty and learning: the effects of poverty in the classroom, dr. jessie s. thacker-king, download winter 2019 issue of jaasep - download page, fall 2018 jaasep - click here, understanding the removal of classroom auditory distractors: an interactive design, gregory w. smith, ph.d., audra i. classen, ph.d., paul j. riccomini, ph.d., & robyn r. brewer, graduate student (bcba program), communication in support of students with disabilities attending career technical education, christine powell, ed.d., strategies for supporting students diagnosed with autism spectrum disorders in stem education, amelia k. moody, ph.d., dennis s. kubasko, ph.d. and allison r. walker, ph.d., gifting the ungifted: disproportionality of minority students in gifted education, nicholas catania, m.ed., prompting with wearable technology to increase teaching behaviors of a preservice special education teacher, andrew m. markelz m.ed., jonte c. taylor ph.d., mary catherine scheeler ph.d., paul j. riccomini ph.d., & david b. mcnaughton ph.d., “how am i doing” teaching children with emotional-behavioral disorders to self-manage their behaviors, lael tensfeldt, m.a., amory verroulx, m.a., bcba & jennifer n. mahdavi, ph.d, bcba-d., developing peer mediated interventions for secondary students with emotional and behavioral disorders, danielle feeney, m.ed., fostering reading motivation in self-contained classrooms for students with emotional and behavioral disorders, heidi r. cornell, ph.d., exceptional gifted in west virginia: reflections of a teacher of the exceptional gifted on the state program, dr. patricia coon, the effect of a skills-based behavioral program on raising the self-concept of individuals with mild intellectual disability in uae, dr. ousha almheiri, democratic citizenship education and inclusion: preparing preservice teachers for inclusive social studies, dennis j. urban, jr., spring/summer 2018 jaasep - click here, social skills and students with moderate to severe disabilities: can community based instruction help, carissa hernandez, ma and saili s. kulkarni, ph.d., supporting students with disabilities during group activities: five tools every inclusive mathematics educator needs, benjamin s. riden ph.d., andrew m. markelz ph.d. and m. kathleen heid ph.d., using an alternating treatment design in a co-taught classroom to measure student on-task behavior, randa g. keeley, ph.d., a whole language reading intervention: a case study, matthew glavach, ph.d. and warren pribyl, m.a., common purpose, uncommon results: a literacy collaboration for a preschooler with down syndrome, chelsea t. morris, m.ed. and rachel j. chidester, m.s., educational policy: instruction and assessment, christina m. sorrentino, increasing use of research-based practices: action research report on a college-school partnership to support instruction aligned to middle school common core math standards for students with significant disabilities, katherine trela, ph.d., wendy gladstone-brown, ed.d., norah merritt, ph.d. and leah raftis, ed.d., the impact of assistive technology on autism spectrum disorder: a systematic review, angela bollin, bs tr, ctrs, julia vandermolen, ph.d and taylor bierwagen, effects of video modeling and video modeling plus prompting and reinforcement on the daily living skills of a student with autism, kaylee s. wynkoop. ph.d., rachel e. robertson, ph.d., bcba-d and emily e. sobeck, ph.d., winter 2018 jaasep - click here, supervisory teacher coaching in k-12 classrooms, millicent carmouche and jelisa thompson, factors that may hinder the implementation of the school-wide positive behavior intervention support model, jonathan chitiyo and michael e. may, matching students to augmentative and alternative communication: a single case study, sarah dimeo, mary frances baxter, susan zapf, jane pemberton, and husny amerih, academic experiences of students who are deaf at the university of education, winneba, ghana, alexander m. oppong, joyce adu, daniel fobi, and emmanuel k. acheampong, the effect of video modeling on preschoolers’ learning who are diagnosed with autism spectrum disorder: a meta-analysis, sanpalei nylla lyngdoh, m.a. and konabe bene, ph.d., autism support teachers’ attitudes about inclusion for children with autism, twila lukowiak, ed.d., james ghareeb, b.s., sarah wadi, b.s., samantha stanis, b.s. & jack walter, disabilities and social engagement: inclusive classroom preparation for pre-service art teachers, alyssia ruggiero, student engagement in an online special education-general education graduate program, laron scott and priyadarshini pattath, mindfulness meditation with high school students who receive special education services: research recommendations from a pilot study, ernest solar, ph.d., fall 2017 jaasep - click here, implementation of a post-secondary inclusive recreation program, chris brown, ph.d., john david johnson, ph.d. & ibrahim z. elsawy, ph.d., strengthening social and emotional intelligences through writing, jeanne hager burth, ed.d. & michelle mcconnell, b.s., let’s get parents ready for their initial iep meeting, helen hammond & lawrence ingalls, preparing preservice teachers for inclusive classrooms: a state-wide survey of teacher education faculty, lucinda anne lang, ph.d. & sherry mee bell, ph.d., are we practicing what we are preaching an evaluation of self-determination instructional components in ieps at a midwestern high school, nancy lopez, ed.d. & julia b. stoner, ed.d., ccc-slp, stretch (students ready to make change): making a difference in the lives of students, effects of activity schedules on challenging behavior for children with autism, dr. rachel scalzo, dr. tonya n. davis, regan weston, elizabeth dukes, dana leeper, nandar min, allen mom, jessica stone & alex weber, alternative approaches to iep conflict: a review of the literature, laura sinkonis, m.ed., evaluating the validity and reliability of a student self-advocacy teacher rating scale, christopher m. walick, ph.d., spring/summer 2017 jaasep - click here, the history of behavioral treatments in autism: from the punitive to the positive, jennifer l. suppo, ed.d., how early experiences in a kindergarten classroom shape the development of self-regulation skills of children, eloisa darcy, ed. d., sarah sarette, ed. d., anna boghigian and marley martin, mothers’ perspectives and experiences of speech generating devices, yeunjoo lee, ph.d. and luis a. vega, ph.d., teachers' pedagogical competence in adapting curricula for children with learning difficulties (ld) in primary schools in ghana, abdul-razak kuyini alhassan and chigorom okechukwu abosi, parents are the experts: understanding parent knowledge and the strategies they use to foster collaboration with special education teams, colby kervick, ed. d, examination of social story format on frequency of undesired behaviors, robyn thompson, ph.d., and susan s. johnston, ph.d., preparing early childhood educators for blending practices in inclusive classrooms, mary donegan-ritter, ph. d. and frank kohler, ph. d., pre-service teachers assisting the transition of the student with autism from school to adulthood, jeanne hager burth, ed.d., pre-service teacher self-efficacy for teaching students with disabilities: what knowledge matters, brooke browarnik, sherry mee bell, r. steve mccallum, kelly smyth and melissa martin, variables affecting the amputees' reactions artificial limbs in the kingdom of jordan, mezyed al-adwan, yahya najjar, maha hdaib and monadel al-khateeb, winter 2017 jaasep - click here, how expert special educators effectively negotiate their job demands, shawna p. ortogero, ph.d., rhonda s. black, ed.d.  and bryan g. cook, ph.d., inclusive concurrent enrollment: a promising postsecondary transition practice for building self-determination among students with intellectual disability, amy l. cook, ph.d., felicia l. wilczenski, ed.d. and laura vanderberg, ph.d., improving outcomes for students with disabilities: identifying characteristics of successful districts, melissa devries, m.ed. and oran tkatchov, m.ed., a comparative study of teachers’ pedagogical competencies in supporting children with learning difficulties in primary schools in ghana and brunei darussalam, okechukwu abosi, ph.d, and abdul razak kuyini alhassan, ph.d., a case study of factors that influenced the attrition or retention of two first-year special education teachers, marquis c. grant, ed.d., significant outcomes in case law in the united states: autism and idea in 2013, transition issues and changes in diagnostic evaluation criteria, doris adams hill, ph.d. and jonte taylor, ph.d., effectiveness of pearson’s successmaker mathematics for students with disabilities, steven k. mckissick, teachers’ methodologies and sources of information on hiv/aids for students with visual impairments in selected residential and integrated schools in ghana, samuel k. hayford and frederick ocansey, managing asthma in elementary and middle schools: adherence to federal laws and national guidelines, ethan j. schilling, ph.d., stacey neuharth-pritchett, ph.d., yvette q. getch, ph.d. and a michele lease, ph.d., use of social narratives as an evidence-based practice to support employment of young adults with asd: practitioner’s guide, jamie thomas, m.s. and susan nix, m.ed., fall 2016 jaasep - click here, examining the attitudes of secondary general education and special education teachers toward inclusion of children with autism in general education classrooms, morghan e. bosch, ed.d., action research report: using objects to increase reading comprehension in students with significant cognitive disabilities, sheila bravo, the redundancy effect on retention and transfer for individuals with high symptoms of adhd, victoria brown, david lewis and mario toussaint, guidelines for the administration of educational programs for students who are deaf/hard of hearing, visually impaired, or deafblind, susan bruce, kay ferrell and john l. luckner, teaching reading comprehension to students with autism spectrum disorders in social studies classrooms: middle school teacher perceptions, lisa burke, wu-ying hsieh, norma lopez-reyna and kathryn servilio, general education and special education teachers’ attitudes towards inclusion, david a. hernandez, susan hueck and carmen charley, steps to becoming independent: toilet training challenges facing children with autism spectrum disorder, andrea belyea, herbert neely and julie p. jones, leadership style of head teachers of basic special schools as correlates of retention of special needs educators in southern ghana, felix kwame kumedzro, nelly otube, chomba wamunyi and mary runo, revisiting the regular education initiative: multi-tiered systems of support can strengthen the connection between general and special education, debra leach and shawnna helf, effects of inclusion classrooms on academic achievement of students with learning disabilities and students in general education, sharon ware, spring/summer 2016 jaasep - click here, the implications of a system-wide positive behavioral intervention initiative: from design to successful implementation, vance l. austin, micheline s. malow, nikki l. josephs and andrew j. ecker, creating an environment for pre-service teachers to work with learners with special needs, are we ready to have teachers with learning disabilities a study of school principals' observations, heidi flavian, ph.d., follow-up study to family members’ reactions to the initial special education meeting, dr. lawrence ingalls, dr. helen hammond, mr. carlos paez and mr. ivan rodriguez, perceptions of parents of children with autism spectrum disorders towards their partnerships with teachers, yun-ju hsiao, ph.d., brain gym: pseudoscientific practice, kevin kroeze, bae, keith j. hyatt, ed.d., and m. chuck lambert, ph.d., housing and independent living for individuals with intellectual and developmental disabilities, debra leach, ed.d., using the “asked” model to contrive motivations and teach individuals with asd to ask wh-questions in natural settings, cheryl ostryn, ph.d., bcba-d, lba, an analysis of factors influencing low enrolment and retention of girls with disabilities in integrated primary schools in embu county, kenya, njeru idah muthoni, dr. nelly otube and dr. samson rosana ondigi, employing case study methodology in special educational settings, angelise m. rouse, ph.d., retraction statement, jaasep winter 2016 - click here, the effects of special education training on educator efficacy in classroom management and inclusive strategy use for students with autism in inclusion classes, lynn d. parsons, ph.d., heather miller, ph.d. and aaron r. deris, ph.d., the effectiveness of using a social story intervention to improve social interaction skills of students with autism, mohammed al zyoudi, oshua al murhairi, enas olimat and abedsalm al zyoudi, preventing and responding to student escalation: combining de-escalation strategies and function-based support, chelsea martel and brian cavanaugh, ed.d., teaching sam to read: an integrated team approach with one child with asd, gail coulter, ph.d. and roger sasnett, ph.d., high stakes testing in the 21st century: implications for students in special education, lola gordon, ed.s., identifying and correcting barriers to successful inclusive practices: a literature review, marquis c. grant, m.ed., ed.d. and kimberly michelle jones-goods, mps, ph.d., cameras in self-contained classrooms: legal, professional and student implications, ashlee ivie, effects of an intervention on math achievement for students with learning disabilities, vivian d. kitchens, ph.d., aaron r. deris, ph.d. and marilyn k. simon, ph.d, crossing borders and building bridges: a video ethnography of special education in nuevo progresso, mexico, john lowdermilk, ph.d., mrs. julie pecina, cheryl fielding, ph.d. and mrs. lisa beccera, evaluating and using literature including people with disabilities in all classrooms, mary ellen oslick, ph.d. and mary pearson, ph.d., a pilot examination of the adapted protocol for classroom pivotal response teaching, aubyn c. stahmer, ph.d., jessica suhrheinrich, ph.d. and san diego state university, principals and teachers’ attitudes towards inclusion in israel, dr. itay hess, dr. sara zamir and ben- gurion, fall 2015 jaasep - click here, elements of good teaching and good teachers: a theoretical framework and effective strategies for special educators, vance l. austin, ph.d, what factors contribute to self-efficacy, hildy straus, ph.d., rhonda bondie, ph.d., co-teaching and collaboration: preservice teachers’ knowledge, attitudes, and perceived sense of efficacy in teaching students with disabilities, tamara m. bowlin, ph.d., sherry mee bell, ph.d., mari beth coleman, ph.d. & david f. cihak, ph.d., creating a common table: using peer mediated intervention to promote social communication skills with at-risk and autism spectrum disorder populations, dr. lesley craig-unkefer & dr. jennifer loncola walberg, home-school collaboration for students with asds: parents’ perspectives, mary a. houser, ed.d., charlotte l. fontenot, ed.d., & john spoede, ph.d., validating an observation protocol to measure special education teacher effectiveness, dr. evelyn s. johnson & dr. carrie l. semmelroth, teaching play skills through the use of assistive technology and instructional strategies: a national survey, susan s. johnston, ph.d. & robyn m. thompson, m.s., student outcomes in a blended preschool program, sybil a. keesbury, ed.d., a meta-analytic review of tactile-cued self-monitoring interventions used by students in educational settings, dr. dennis mcdougall & dr. cecily ornelles, teachers’ knowledge of special education policies and practices, pamela sanders, ph.d., spring/summer 2015 jaasep - click here, table of contents, learning disabilities today: an examination of effective and not-so-effective interventions, vance l. austin, teaching algebraic equations to middle school students with intellectual disabilities, joshua n. baker, christopher j. rivera, joseph john morgan & noelle reese, students with disabilities in the polish educational system after the political changes (2007-2012), danuta apanel, fape and lre in online learning: special education directors’ perspectives, diana greer, ph.d., danna harvey, m.s., paula burdette, ph.d. & james basham, ph.d., a preliminary investigation of the benefits of computer-aided instruction in reading decoding for students with autism spectrum disorder and other developmental disabilities, doris adams hill, phd, bcba-d& margaret m. flores, phd, bcba-d, perspective taking through film: educating pre-service and in-service teachers about autism, jacqueline p. kelleher, comparing student and teacher perceptions of the importance of social skills in a self-contained setting, joseph john morgan ph.d., nicole dobbins, ph.d., yun-ju hsiao, ph.d., nancy brown, m.ed. & kyle higgins, ph.d., inclusive education practice in southwestern nigeria: a situational analysis, samuel olufemi adeniyi, ph.d. & akinkunmi oluwadamilare adeyemi, parent perspectives on home-based intervention for young children with developmental disabilities: the parent-implemented communication strategies (pics) project in illinois, usa, hedda meadan, ph.d., bcba-d, julia b. stoner, ed.d., ccc-slp & maureen e. angell, ph.d., the digital divide and inequities for students with disabilities: needed….a bridge over troubled waters, patricia a. tyson, winter 2015 jaasep - click here, effects of the picture exchange communication system (pecs) on maladaptive behavior in children with autism spectrum disorders (asd): a review of the literature, dana battaglia and mary e. mcdonald, comparing measure of academic progress (map) and piers-harris 2 scores of students with emotional and behavioral disorders, terrence rainer chisolm, perceptions of disability and special education services: the perspectives of korean-american parents of children with disabilities, nari choi and raymond ostendorf, instructional constraints faced by learners with muscular dystrophy: a case of joytown special primary school, thika, kenya, annrose wanjiku wang’ang’a, franciscah irangi wamocho and paul kioy, the perspectives of k-12 stakeholders involved in early implementation of response to intervention (rti), nai-cheng kuo, ph.d., the role of peer guided play for children with autism spectrum disorder, amy m. papacek, ph.d., improving science scores of middle school students with learning disabilities through engineering problem solving activities, leyf peirce starling, ya-yu lo and christopher j. rivera, service delivery for high school students with high incidence disabilities: issues and challenge, edward schultz, cynthia simpson, jane c. owen and christina janise mcintyre, teaching children with autism to ask questions, katie e. squires and alyssa bickel, the principals' impact on the implementation of inclusion, carmelita thompson, fostering special education certification through professional development, learning communities and mentorship, mitzi p. trahan, dianne f. olivier and donna e. wadsworth, fall 2014 jaasep - click here, speech-language services in public schools: how policy ambiguity regarding eligibility criteria impacts speech-language pathologists in a litigious and resource constrained environment, lesley sylvan, ed.d, ccc-slp, are parents really partners in their child’s education, clarissa e. rosas, ph.d. and kathleen g. winterman, ed.d, vocational rehabilitation counselors’ perceived influences on the secondary transition planning process and postsecondary outcomes of students with disabilities, vickie miller-warren, ed.d., gender differences in emotional or behavioral problems in elementary school students, amanda malfitano, african american parental beliefs about resiliency:  a delphi study, vita jones, ph. d., kyle higgins, ph.d., randall boone, ph.d., susan p. miller, ph.d., & nancy sileo, ed.d., blending common core standards and functional skills in thematic units for students with significant intellectual disabilities, karena cooper-duffy and glenda hyer, effects of peer tutoring and academic self-monitoring on the mathematics vocabulary performance of secondary students with emotional or behavioral disorders, brittany l. hott, anya evmenova and frederick j. brigham, teaching multiplication with regrouping using the concrete-representational-abstract sequence and the strategic instruction model, margaret m. flores and toni m. franklin, student and teacher perceptions of the five co-teaching models: a pilot study, randa g. burks-keeley, m.a. and monica r. brown, ph.d., students with disabilities’ perspectives of stem content and careers, kimberly e bryant davis, a researcher’s story of assessing motor skills of children with autism spectrum disorder, casey m. breslin and alice m. buchanan, the impact of video modeling on improving social skills in children with autism, dr mohammed alzyoudi, professor  abedalziz. sartawi and dr. osha almuhiri, spring-summer 2014 jaasep - click here, using e-readers to improve reading for students with mild disabilities, amy camardese, m. eileen morelli, yehuda peled and maile kirkpatrick, importance of quality of life issues: a pilot comparison of teachers and parents of children with autism spectrum disorders, julie ivey-hatz and karen frederick, effects of early childhood education on children with hearing impairments in special schools in kiambu, murang’a and nyeri counties, kenya, chege loise w, franciscah  i. wamocho and john aluko orodho, bringing aba into early childhood routines to meet the needs of young children with asd, perceptions of pre-service teachers as they relate to professional practice, emily williams, elissa poel, miguel licona, elsa arroyos and alma meraz-rodriguez, effectiveness of transitional and follow-up programmes to community integration of young adults with intellectual disabilities (yawid) in kiambu county, kenya, margaret w. makanya, mary runo and violet wawire, family communication: strategies for building effective partnerships and working relationships, emily r. shamash and alyson m. martin, adhd in preschool:  approaches and teacher training, ajay singh and jane squires, practitioners' perceptions of their knowledge, skills and competencies in online teaching of students with and without disabilities, diana l. greer, sean j. smith and james d. basham, effects of environmental and instructional factors on student motivation and self-directed learning, anne d. burkhalter, denise a. rich-gross, ph.d., winter 2014 jaasep - click here, preservice teachers’ attitudes toward inclusive education policy in the united states, paul m. ajuwon, ph.d., effie laman, ed.d., & john c. earle, ph.d., autism spectrum disorders and implications for teachers, crystal echaniz, m.a. &  kathleen a. cronin, ph.d., stop the blame game: teachers and parents working together to improve outcomes for students with behavior disorders, melissa davis, positive and negative aspects of inclusion services, christye hayes, m.ed., ed.s., teacher perceptions of response to intervention implementation, j. kevin jenkins, ed.d  &  dia sekayi, ph.d, supporting preschool children with autism spectrum disorders (asd) and their families, dr. jin-ah kim, dr. nancy cavaretta & krystle fertig, ma, adolescence: a period of transition, leena jo landmark  &  trina geye, students with attention deficit hyperactivity disorder participating in recess, matthew d. lucas, ed.d, michael  j. justice & kelly m. rosko, issues and concerns of assessment for english language learners with learning disabilities, blanca pichardo, maximizing the potential of our youth with intellectual disabilities: rethinking functional curriculum, trust and communication: perspectives of mothers of children with disabilities on the role and importance of communication in trusting relationships with teachers, julia b. stoner ed.d., ccc-slp  &  maureen e. angell, ph.d., fall 2013 jaasep - click here, responses to positive versus negative interventions to disruptive classroom behavior in a student with attention deficit hyperactivity disorder (adhd), renee b. brown, a comparison of two curricular models of professional development to increase teacher repertoires for instructing students with autism, information needs and information seeking behavior of teachers of special education in shillong, india, bikika laloo and jocica l. buhril, helping preservice special educators scaffold the reflection process, elissa wolfe poel, monica r. brown, luis-vicente reyes, and cristóbal rodríguez, preparing preservice teachers to address bullying through cartoon lessons, audrey c. rule, stephanie r. logan, and frank w. kohler, special educator evaluation: cautions, concerns and considerations, carrie semmelroth, evelyn johnson, and keith allred, working together for learning together: supporting students and teachers with collaborative instruction, cynthia t. shamberger and marilyn friend, general education teachers’ knowledge of and attitudes toward students with attention deficit/hyperactivity disorders: are they still being overlooked and underserved, roben wallace taylor and ravic p. ringlaben, should i stay or should i go revisiting influencing factors of sped teacher attrition & retention: a review of the literature, raschelle theoharis and michael fitzpatrick, spring-summer 2013 jaasep - click here, using a four-point scaled writing rubric: improving the quantity and the quality of the writing in a first grade specialized 8:1:1 classroom, lynn carlson, effective inclusion strategies for professionals working with students with disabilities, kathleen a. hogan, marla lohmann, and rose champion, professional development to support students with disabilities in multi-tier classrooms:  a case study, brooke blanks, integrated education in contemporary poland, the effects of self-graphing on oral reading fluency for a student with e/bd within an alternative education school, sara c. mcdaniel, kristine jolivette and robin parks ennis, applied behavior analysis: current myths in public education, cheryl fielding, john lowdermilk, lauren l. lanier, abigail g. fannin, jennifer l. schkade, chad a. rose, and cynthia g. simpson, application of the rti model in learning disability diagnosis: perceptions of current practices by new jersey special education administrators, pamela e. lowry, an exploratory study of successful paperwork management techniques for novice special education teachers, richard l. mehrenberg, factors influencing teacher behavior with students with diverse learning and behavioral needs, edward k. schultz and cynthia g. simpson, educational outcomes for students with special needs: the impact of support and resources on teachers’ perceptions, traci y. sharpe, winter 2013 jaasep - click here, identifying and integrating relevant educational/instructional technology (e/it) for culturally and linguistically diverse (cld) students with disabilities in urban environments, implementing and monitoring the response to intervention process: the special educator perspective, leigh k. gates,  john c. fischetti, and amelia moody, nature and causes of locomotor disabilities in india, santoshi halder and arindam talukdar, the over identification of minority males in middle school special education programs: examining the rti modely, nicole anderson-irish, literacy based behavioral interventions and video self-modeling with students with autism spectrum disorder (asd), debra leach and jennifer rodecki, m.ed., students with speech impairments participating in recess, matthew d. lucas and carolyn r. watson, writing ieps for the audience of teachers, parents, and students: the case for the communicative individual education program, richard j. lucido, comparison of gifted and advanced students on motivation toward science learning and attitude toward science, mustafa serdar köksal, exploring the experiences of special educators following the joplin tornado, allyson palmer, addressing the shortage of speech-language pathologists in school settings, katie squires, fall 2012 jaasep - click here, factors that affect the success of students with emotional and behavioral disorders in inclusive placements, naomi arseneau m.s. ed, theoretical frameworks for math fact fluency, katherine arnold, liberty university, fape model of exceptional student education leadership, dr. russell g. dubberly, working towards math facts mastery, anne durham, district-wide pbis team questions related to using the pbis framework to transition students with challenging behaviors from an alternative school to a neighborhood school, kristine jolivette, nicole c. swoszowski, nikki l. josephs, sara c. mcdaniel, & robin parks ennis, students with obsessive compulsive disorder participating in recess, matthew d. lucas, ed.d. c.a.p.e. & amanda l. sturgis, current issues in teaching bilingual children with autism spectrum disorder, amelia m. medina and judy t. salamon, an evaluation of inclusive education of students with visual impairment in schools and university in beira, mozambique, lawrence nhemachena, samuel kusangaya, & isaiah gwitira, transition knowledge of high school special education teachers in a midwestern school district, christine peper, & kristen mcmaster, the competency based community assessment: a five step process, laura a. roberts, ph.d., & orv c. karan, ph.d., download this issue of jaasep - ( aasep members login to access download ), spring/summer 2012, resilience theory: risk and protective factors for novice special education teachers, thomas l. benjamin & rhonda s. black, the ability-achievement model versus the response to intervention model:  which model is more accurate in the assessment of diagnosing students with learning disabilities, debra camp-mccoy, a program evaluation of an inclusive model for training pre-service general education teachers to work with students with special needs, joanna e. cannon, nicole c. swoszowski, peggy gallagher & susan r. easterbrooks, evaluation of push-in/integrated therapy in a collaborative preschool for children with special needs, stephen j. hernandez, students with multiple sclerosis participating in recess, matthew d. lucas, ed.d. c.a.p.e. & jamie brentlinger, perspectives of parents who have a child diagnosed with an autism spectrum disorder, lori a. kalash, ed.d. & myrna r. olson, ed.d., high fructose corn syrup, mercury, and autism - is there a link, heather a. opalinski, the use of a functional behavioral assessment-based self management intervention for students with emotional/behavioral disorders, saleem `a. rasheed, ph. d., cecil fore, iii, ph.d., arthur jones, ed. s. & latisha smith, ph.d., teaching common core math practices to students with disabilities, michelle stephan & jennifer smith, involuntary teacher transfer in special education: concepts and strategies for teachers facing new assignments, jan stivers, sharon f. cramer & kate riordan, how one teacher, two students with visual impairments, and a three-year r & d project could change how all students learn science, vicki urquhart, download this issue of jaasep  ( naset members - login access this issue), winter 2012, consulting to support emotional behavioral disordered students: implementing a behavioral school-based approach, faith andreasen, finding opportunity in co-teacher personality conflicts, kara boyer & cory mcmillen, meeting the needs of special education students in inclusion classrooms, cathy ledoux, shanna l. graves & winona burt, community-based instruction (cbi) as a component of a successful transition plan for students with intellectual disabilities, dr. russell dubberly, postsecondary education experience for students with developmental disabilities: a look into perceptions of parents of senior high transition students on a small university campus, neil friesland & brad king, autistic spectrum disorder and assistive technology: action research case study of reading supports, james e. gentry & pam lindsey, a qualitative study of special education certification methods and how they affect teacher efficacy, the classroom infrastructure and the early learner: reducing aggression during transition times, caroline guardino & elizabeth kirby fullerton, development of web quest lesson enhancing thai reading skills for students with down syndrome at lower elementary, nantawan kaewchote & maturos chongchaikit, should children with auditory processing disorders receive services in schools, jay r. lucker, the use of a rubric as a tool to guide pre-service teachers in the development of ieps, clarissa e. rosas & kathleen g. winterman, quality care for down syndrome and dementia, amanda tedder, does repeated reading improve reading fluency and comprehension for struggling adolescent readers, kristine lynn still & christine a. flynt, the psychological, behavioral, and educational impact of immigration: helping recent immigrant students to succeed in north american schools, thomas mcintyre, ellis i.barowsky & virginia tong, high anxiety: addressing family issues in the transition of students with disabilities from middle grades to high school, nancy brigham & cynthia m. aguilar, identifying and helping struggling readers, antonio hairston, research in reading interventions for students with emotional and behavioral disorders, thienhuong hoang & michael oshiro, personal epistemology and self-efficacy in the special education teacher, bradley w. johnson, cooking for independence: middle school students gain skills while cooking, gloria mixon, a student’s guide to navigating the irb: how to successfully navigate a potentially overwhelming process, corinne m. murphy & claire verden, teacher candidates’ knowledge of special education law, pamela sanders, m.ed., a veteran special education teacher and a general education social studies teacher model co-teaching: the copd model, karen a. thomas-brown & peggy sepetys, how do job related field experiences affect job readiness in secondary transition students, michelle uetz, using music to increase math skill retention, catherine yoho, spring/summer 2011, table of contents - spring/summer 2011, attitudes among vietnamese educators towards students with disabilities and their implications relative to inclusive practices: the findings of a preliminary investigation vance l. austin, an exploration of instructional support use in a secondary science classroom, doris kennedy tyler, students with sickle cell anemia participating in recess, matthew d. lucas, who does the alternate assessment really assess, debra bruster, exploring transition education and community-based instruction for high school students with disabilities: a practice in taiwan, cheng-chen pan, correlates of attitudes toward academic and physical inclusive practices for students with disabilities and selected leadership behaviors among middle school principals in north carolina, mary a. houser, virginia dickens & terence hicks.

Study of Thai Language Oral Reading Problems for Students with Down Syndrome: Grade Range 1

Podcasting and Digital Video in the Classroom: A Call for Research

John H. Newman

Students with Fetal Alcohol Syndrome Participating in Recess

Rebecca Scheel & Matthew D. Lucas

Differentiating for Struggling Readers and Writers: Improving Motivation and Metacognition through Multisensory Methods & Explicit Strategy Instruction

Jennifer Walet

Extracurricular Activities and 504 Plans

George Wilkerson

Using an Accountability Tool to Improve the Quality of Outcomes on Individual Family Service Plans

Kristen M. Votava, Carol Johnson , & Kari Chiasson

Spring/summer  2011 jaasep - click here, winter  2011 jaasep - click here, effective teacher behaviors evident in successful teachers of students with emotional and behavioral disorders vance l. austin, ellis i. barowsky, micheline s. malow, & diane w. gómez, students with mild mental retardation participating in recess matthew d. lucas, teaching artists: serving special education students in local schools roberta levitt & louisa kramer-vida, a multi-faceted approach to successful transition for students with intellectual disabilities russell g. dubberly, high school teacher perceptions of the student assistance team process jeff stoehr & jody isernhagen, a review of research on the educational benefits of the inclusive model of education for special education students sherry l. hicks-monroe, the millennial generation special education teacher: promise or problem rich mehrenberg, one-to-one in the inclusive classroom: the perspectives of paraeducators who support adolescents with autism spectrum disorder christopher healy, the role of self-efficacy on job readiness s and career choice among people with intellectual disability in singapore jen-yi li & li li goh, download this issue of jaasep, fall  2010 jaasep - click here, identifying and working with elementary asperger’s students in rural america barton allen, vito loiacono & james s. vacca, rise to the challenge: examining the relationship of swimming & autism spectrum disorders elizabeth p. kuhfuss & matthew d. lucas, preservice general education teachers’ attitudes and knowledge of special education patricia mahar, katherine terras, kari chiasson, lynne chalmers, & tricia lee, multiple-choice tests with correction allowed in autism: an excel applet elisabetta monari martinez, the use of assistive technology for people with special needs in the uae abdurrahman ghaleb almekhalfi & sana tibi, punishment strategies: first choice or last resort twila lukowiak & jennifer bridges, picture exchange communication system for individuals with autism spectrum disorder lauren e. andersen, special education is broken lacie rader, locus of control, interest in schooling and science achievement of some deaf and typical secondary school students in nigeria r. ademola olatoye & e. mosunmola aanu, m.ed., educational solutions for children with cerebral palsy lynn driver, donna riccio omichinski, nicole miller, danielle sandella, & seth warschausky, teachers’ perceptions on special education preparation: a descriptive study clarissa e. rosas & kathleen g. winterman, comparison of metacognitive strategies used by individuals with adhd in online instruction victoria brown, download this issue of jaasep  (loggin required), spring/summer  2010 jaasep - click here.

The Relationship Between Self-Esteem and Academic Achievment of Girls with Hearing Impairments in Secondary Schools for the Deaf in Kenya Beatrice Bunyasi Awori, John K. Mugo, John A. Orodho & G. K. Karugu

Special Education and at-Risk Kindergarteners as Authors Louisa Kramer-Vida, Roberta Levitt & Susan P. Kelly

Sensory Integration Used with Children with Asperger’s Syndrome Analisa L. Smith

Use of Art/Art Work and Cognitive Skill for the Rehabilitation of Special Children of 4-9 Years of Age Zubair Hina

Social Issues Surrounding the Adolescent with Asperger Syndrome: Perceptions of Parents and Teachers Karen Hurlbutt & Elaine LaPlante

St udents with Autism Participating in Recess Matthew D. Lucas & Kourtney M. Nichols

A Comparison Between Collaborative and Authoritative Leadership Styles of Special Education Administrators Natasha W. Veale

The Effect of Embossed Picture Technique on Reading Performance of Learners with Hearing Impairments: A Case of Kambui School for the Deaf Sella Munyendo & Franciscah  Irangi Wamocho

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WINTER  2010 JAASEP - CLICK HERE

Training and Support for Parents of Children with Emotional and Behavioral Disorders

Twila Lukowiak

Recess for Students with Visual Impairments Matthew Lucas

Positive Behavioral Strategies for Students with EBD and Needed Supports for Teachers and Paraprofessionals Twila Lukowiak

Planning a Good School Experience for Children with Autism: A Family’s Story Ling-Ling Tsao & Dena Krueger

A Preliminary Study on Sight Word Flash Card Drill: Does it Impact Reading Fluency? Sharla N. Fasko & Daniel Fasko, Jr .

An Introduction to Literary Quaranic Stylistics Dr. Lubna Almenoar

Learning to Critique Disability Children’s Literature Available to Teacher Candidates in Their Local Communities Alicja Rieger

Assessing and Teaching Reading to Pupils with Reading Disabilities in Nyeri and Nairobi Districts-Kenya: The Teachers’ Opinion Mary Runo, Geoffrey Kargu & John K. Mugo

Response to Intervention and Identifying Reading Disability Thienhuong Hoang

The Importance of Identifying and Studying the Reasons Why Special Education Students Drop Out of High School Richard Wieringo

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The Relationship Between Childhood Traumatic Experiences and Gang-Involved Delinquent Behavior in Adolescent Boys Nichole L. Adams, Sergei V. Tsytsarev, and Paul J. Meller

What Do Brothers and Sisters Think? An Investigation of Expectations of Siblings with Autism Spectrum Disorders Julie K. Ivey and Lucy Barnard-Brak

Investigating Secondary Special Educator’s Perception of Interagency Collaboration Jen Yi Li and Hsintai Lin

Resistance to Change: Overcoming Institutional and Individual Limitations for Improving Student Behavior Through PLCs John W. Maag

Preparing Students with Moderate/Severe Disabilities for Employment Peter Dragula

Academic Interventions Implemented to Teach Students with Emotional Disturbance Twila Lukowiak

From LD to Degree- Effective techniques for the Student with a Learning Disability Joshua A. Del Viscovo

Author Guid elines for Submission to JAASEP

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A Comparison of the Effects of Tactile and Auditory Stimulation and Choice on the Problem Solving of Students with Attention Problems Stacey Emmert, Suneeta Kercood and Janice A. Grskovic

Significance of Multiple Intelligence Among Children with Special Needs S.Saradha priyadarshini

Foster Youth Who Have Succeeded in Higher Education: Common Themes Thomas Lovitt and John Emerson

A Mother’s Story about Raising Children with Disabilities Sadia Warsi

Due Process: A Primer for Special Education Teachers Roberta Wiener

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Social Skills Training: Evaluating its Effectiveness for Students with Learning Disabilities, Emotional, and Behavioral Disorders Gregory Campbell

Assessment Beyond IQ Donna Riccio Omichinski, Marie Van Tubbergen, & Seth Warschausky

A Qualitative Study of Students with Behavioral Problems Participating in Service-Learning Michael P. O’Connor

Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD Cathy A. Bradley, Courtney Degler, Larry Zamora & Michael Fitzpatrick

Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam Matthew D. Lucas

Inclusive Education Lukischa Lambert

Perceptual Differences in Quality Standards Among Teachers and Related Service Personnel Who Work with Students with Emotional/Behavioral Disorders Maria L. Manning, Lyndal M. Bullock and Robert A. Gable

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Instructional Tactics That Facilitate Inclusion William N. Bender, Richard T. Boon & Joe Ann Hinrichs

Master's Level Teacher Preparation for Educating Immigrant Students with Special Needs in US Schools John J. Hoover, Ph.D., Judy Smith-Davis, Ph.D., Leonard Baca, Ed.D., & Emily Wexler Love, Doctoral Candidate

Special Education Editorial: Autism Should Be a Singular Discipline for Undergraduate Study Sara E. Nixon

No Child Left Behind: Implications for Special Education Students and Students with Limited English Proficiency Dr. Mark E. Jewell

Cultural Identity and Special Education Teachers Loretta Salas, Ed.D., & Eric J. López, Ph.D.

Special Education Debate

Natalie Bogg & Vernette Hansen

The Impact of Assistive Technology on Vocabulary Acquistion of a Middle School Student with Learning Disabilities and Limited English Proficiency James E. Gentry, Ed.D. & Pam Lindsey, Ph.D.

Seven Winnings to Inclusion Patricia Mahar, Ph.D

An Investigation of Agency and Marginality in Special Education Robert C. McOuat

“A League of Our Own”-The Implementation of the Vocabulary Football League Karen Talalas and Bill Gallache

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Table of contents.

Evaluating Childhood Bipolar Disorder: A Survey of School Psychologists Knowledge and Practices Linda A. Mayo and Joseph A. Mayo

Using the Choice-making Skills of Students with Disabilities for Educational Planning Marie Van Tubbergen, Donna Omichinski, and Seth Warschausky

Effects of Animal-Assisted Therapy on a Student with an Emotional/Behavioral Disorder Val Rae M. Boe

Self-Determination Skills in Postsecondary Students with Learning Disabilities Saleem A. Rasheed

Integrating Service-Learning in Teacher Education to Raise Disability Awareness Lynn DeCapua

Future Action Research  - The Relationship of the General and Special Education Teachers in the Inclusive Setting James D. Oliver III

Essay - Strategies for Differentiated Instruction Rachael Cook

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Faculty Epistemological Beliefs as a Mediator to Attitudes Toward Persons with Disabilities Lucy Barnard, Tara Stevens, Kamau O. Siwatu, & William Y. Lan

Relationship Between Service Coordinator Practices and Early Intervention Services Mary Beth Bruder and Carl J. Dunst

Individualized Interventions: When Teachers Resist Sharla N. Fasko

No Child Left Behind’s Implementation in Urban School Settings: Implications for Serving Students with Emotional and Behavior Disorders Michael Fitzpatrick and Earle Knowlton

The Impact of High-Stakes Testing for Individuals with Disabilities: A Review Synthesis Richard Boon, Debbie Voltz, Carl Lawson, Sr.,and Michael Baskette

Special Education Professionals and Assistive Technology: Requirements for Preparation in a Digital Age George R. Peterson-Karlan, Jack J. Hourcade, Howard P. Parette, and Brian W. Wojcik

Book Review - The Short Bus: A Journey Beyond Normal Richard L. Mehrenberg

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JAASEP Archive

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A Meta-analytic Review: Teachers’ Attitudes Toward Students with Disabilities Thienhuong Hoang and Mark Dalimonte

Recruitment and Retention of Assessment Personnel Cynthia G. Simpson, Sharon A. Lynch, and Vicky G. Spencer

Paving the Way for Women with Asperger Syndrome Karen Hurlbutt

No Child Left Behind and Paraprofessionals: Are They Perceived To Be Highly Qualified? Heather G. Nelson, Betty Y. Ashbaker, Shannon Coetzee, and Jill Morgan

Using a Checkbook Management System to Decrease the Inappropriate Speaking-Out Behaviors of a 14-Year-Old Special Education Student Martha Smith-Fontenot and Wendy Lowe Siegel

The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators Kari Chiasson and Myrna R. Olson

Winter 2007 JAASEP - Login Required

Widely Used Disciplinary Options for Aggressive Kids: Are the Current Approaches Effective? Tracy Blankenship and William N. Bender

The Effects of Functional Communication Training on the Appropriate Behavior of a Student with Emotional and Behavioral Disorders Kristine Jolivette, Janine P. Stichter, David E. Houchins, and Christina Kennedy

School-Age Homeless Children: Crucial Transporters of Literacy Activities in the Shelter Sadia Warsi

Transition Planning: Improved Methods to Promote Student Success from High School to the Workforce Christopher Martin, Richard T. Boon, and Cordy Love

A Comparison of Inclusive versus Resource Classroom Placement for Black Students with Mild Disabilities at the Secondary Level: Is There a Need for Separation? Earle Graham, Carl Lawson, Saleem `A. Rasheed,  and Deborah Voltz

Adventure Based Learning Experience (ABLE) Robert M. White

FALL 2006 JAASEP - LOGIN to Access Articles

The Emperor Has No Clothes! Unanswered Questions and Concerns on the Response To Intervention Procedure Michael R. Baskette, Lisa Ulmer, and William N. Bender 

Creating a Motivating Classroom: What Really Motivates Students to Achieve in Secondary Content-Area Classrooms? Richard T. Boon, Vicky G. Spencer, & Tara Jeffs

Does Inclusion Work?  Teacher Verification of Proof of Impact Sherwin D. Holmes, Joyce W. Barclay, Bonnie Dupuis, Valerie K. Lewis, Morgan Platt, and Steven H. Shaha

A Glimpse into the Lives of Mothers and their Children in a Homeless Shelter: What has Changed Over the Decades? Sadia Warsi

Using Conceptual Models of Teaching to Incorporate a Dog into a Self-Contained Classroom for Students with Severe Emotional or Behavioral Disorders: A Research-Based Intervention Katherine L. Anderson and Myrna R. Olson

Improving the Spelling Performance of Students Who Are Deaf and Exhibit Characteristics Consistent with Learning Disabilities Monica Soukup

Teaching Homeless Students or Others about Homelessness:  Juvenile Literature Can Help Marissa Johnstun, Mary Anne Prater, Tina Taylor Dyches

Summer 2006 JAASEP - Login Required to Access Articles

The Perspectives and Assumptions of Pupil Appraisal Professionals in the Identification Process for Students with Behavioral Concerns Janice Rutledge Janz and Mary M. Banbury

Educational Implications for Children in Homeless Shelters and Beyond: Implications for All Educators and Child Advocates Sadia Warsi and Dorota Celinska

Research on Self-Management Techniques Used by Students with Disabilities in General Education Settings: A Promise Fulfilled? Dennis McDougall, Jim Skouge, Anthony Farrell and Kathy Hoff

Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities Bonnie Dupuis, Joyce W. Barclay, Sherwin D. Holmes, Morgan Platt, Steven H. Shaha, and Valerie K. Lewis

What Does Health Have to Do with Transition? Everything! Ceci Shapland

Teaching Children With Autistic Spectrum Disorder: A Preschool Teacher Survey To Determine Best Practice Approach Joanne Grossi-Kliss,OTR/L

International Perspectives on Attention-Deficit/Hyperactivity Disorder: A Comparison of Teachers in the United States and Sweden Steven Carlson, William Frankenberger, Kristina M. Hall, Sara J. Totten, and Katarina House

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The Journal of Special Education (JSE) is a multidisciplinary publication presenting reports of research and scholarly reviews related to special education. The goal of this journal is to add to current scholarship and provide a sense of emerging directions in the field. Manuscripts initially are screened for (a) appropriateness of content for JSE, (b) adherence to guidelines specified in the APA publication manual, (c) readability of text, and (d) explicit statement of implications for the practice of special education.

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Journal of Special Education Preparation

Current Issue

Special Issue on Early Childhood Special Education Teacher Preparation

• JOSEP V4.1 All Pages

From the Guest Editor(s)

Early intervention/early childhood special education preparation: building on the momentum created by the ei/ecse standards.

• PDF Lohmann et al. (2024)

Special Issue on Early Childhood

Evolution of professional standards: reflecting on the past to inform the future.

• PDF Stayton et al. (2024)

Innovative Approaches to Teacher Preparation Improving Use of Evidence-Based Practices in EI/ECSE

• PDF Szocik et al. (2024)

Meeting the Need: Proposed Early Childhood Special Education Intensive Intervention Competencies for Preservice Preparation

• PDF Hugh et al. (2024)

Addressing Students’ Beliefs to Enhance Family-Professional Collaboration in Early Intervention and Early Childhood Special Education Preparation

• PDF Pansé-Barone et al. (2024)

Preparing Early Elementary Preservice Teachers to Positively Support Students with Challenging Behavior

• PDF Randolph et al. (2024)

Meaningful and Engaging Learning Experiences in Early Childhood Special Education Preparation Programs

• PDF Laser et al. (2024)

Field Experiences in Early Intervention/Early Childhood Special Education (EI/ECSE): Preparing Teachers for Success in Diverse Early Education Settings

• PDF McLeod et al. (2024)

The Journal of Special Education Preparation ( JOSEP ) is an open-access, peer-reviewed journal that features research-to-practice information and materials for special education faculty in higher education settings. JOSEP brings its readers the latest on evidence-based instructional strategies, technologies, procedures, and techniques to prepare special education teachers and leaders. The focus of its practical content is on immediate application.

ISSN: 2768-1432

JOSEP is published in partnership with and funded by Ball State University Libraries and the Teacher Education Division of the Council for Exceptional Children.

Special education and inclusion : Journals

• Advances in child development and behavior Each annual volume covers a different theme providing "a unique perspective on a question of major interest and significance to developmental and cognitive psychologists, developmental and cognitive scientists, and developmental cognitive neuroscientists, as well as to clinicians who work with children from the special populations on whom much of the research is focused."
• Disability & society "Disability & Society is an international disability studies journal providing a focus for debate about such issues as human rights, discrimination, definitions, policy and practices. It appears against a background of constant change in the ways in which disability is viewed and responded to."
• Disability and rehabilitation "Disability and Rehabilitation aims to encourage a better understanding of disability and to promote rehabilitation science, practice and policy aspects of the rehabilitation process. The journal provides an important forum for the dissemination and exchange of ideas amongst global health practitioners and researchers."
• Disability studies quarterly "Disability Studies Quarterly (DSQ) is the journal of the Society for Disability Studies (SDS). It is a multidisciplinary and international journal of interest to social scientists, scholars in the humanities, disability rights advocates, creative writers, and others concerned with the issues of people with disabilities."
• Dyslexia "DYSLEXIA provides reviews and reports of research, assessment and intervention practice. In many fields of enquiry theoretical advances often occur in response to practical needs; and a central aim of the journal is to bring together researchers and practitioners in the field of dyslexia, so that each can learn from the other."
• Education and training in autism and developmental disabilities Published by the Division on Autism and Developmental Disabilities
• Exceptional children "Featuring insightful and innovative scholarship, topical issues, and broad perspectives by leaders in the field for more than 75 years has made Exceptional Children (EC) a highly respected scholarly journal in special education consistently holding top rankings in the field."
• Exceptionality "The purpose of Exceptionality is to provide a forum for presentation of current research and professional scholarship in special education."
• Focus on autism and other developmental disabilities "Focus on Autism and Other Developmental Disabilities (FOCUS) offers practical educational and treatment suggestions for teachers, trainers, and parents of persons with autism or other pervasive developmental disabilities."
• Intellectual and developmental disabilities Published by the American Association of Intellectual & Developmental Disabilities
• Intervention in school and clinic "Intervention in School and Clinic (ISC) equips teachers and clinicians with hands-on tips, techniques, methods, and ideas for improving assessment, instruction, and management for individuals with learning disabilities or behavior disorders. Articles focus on curricular, instructional, social, behavioral, assessment, and vocational strategies and techniques that have a direct application to the classroom settings."
• Journal of disability policy studies "Addresses compelling variable issues in ethics, policy and law related to individuals with disabilities. Regular features include "From My Perspective," which discusses issues confronting a particular disability discipline or area, and "Point/Counterpoint" which addresses timely ethical issues affecting individuals with disabilities."
• Journal of early intervention "The Journal of Early Intervention (JEI) offers articles related to research and practice in early intervention for infants and young children with special needs and their families. Early intervention is broadly defined as procedures that facilitate the development of infants and young children who have special needs or who are at risk for developmental disabilities."
• Journal of learning disabilities "Provides specials series (in-depth coverage of topics in the field, such as mathematics, sciences and the learning disabilities field as discursive practice), feature articles (extensive literature reviews, theoretical papers, and position papers), research articles (reports of qualitative and quantitative empirical research), and intervention articles (overviews of successful interventions)."
• Journal of literary & cultural disability studies "Focusing on representations of disability, the Journal of Literary & Cultural Disability Studies (JLCDS) publishes a wide variety of textual analyses that are informed by disability theory and, by extension, experiences of disability."
• Reading & writing quarterly: overcoming learning disabilities "Interdisciplinary in scope, the journal addresses the causes, prevention, evaluation, and remediation of reading and writing difficulties in regular and special education settings."
• Remedial and special education : RASE "Offers interdisciplinary articles that bridge the gap between theory and practice involving the education of individuals for whom typical instruction is not effective. Articles include topical reviews, syntheses of research, field evaluation studies, and recommendations for practice of remedial and special education.
• Research and practice for persons with severe disabilities : the journal of TASH "Research and Practice for Persons with Severe Disabilities (RPSD), published in association with TASH, is a critically acclaimed and widely read scientific journal in the field of disabilities. RPSD publishes breakthrough articles on such topics as inclusion, augmentative and alternative communication, supported living, supported employment, early childhood issues, self-advocacy, positive behavioral supports, disability rights and issues of concern to families."
• Review of disability studies "One of only a handful of peer-reviewed Disability Studies journals in the world, the Review of Disability Studies: An International Journal (RDS) is a quarterly online, open-access journal that provides an international forum for people with disabilities, academics, professionals, artists and creators from all backgrounds and expertise to express ideas relevant to our understanding of disability. "
• Teacher education and special education "Teacher Education and Special Education (TESE) creates a research forum dedicated to the preparation and professional development of teachers, scholars, leaders, and other support personnel who serve children, youth, and adults with disabilities and their families."
• Teaching exceptional children "TEACHING Exceptional Children (TEC) features research-to-practice information and materials for classroom use, as well as current issues in special education teaching and learning."
• Topics in early childhood special education "Topics in Early Childhood Special Education (TECSE) focuses on information that will improve the lives of young children with special needs and their families. The practical nature of this journal helps professionals improve service delivery systems for preschool children with special needs."
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Research journals.

Research journals focus on experimental designs that impact the field of teaching.  These experimental designs are conducted by experts in the field of teaching reaching a wide range of subject areas.  These journals focus on statistical information such as effect sizes.  These journal articles are then turned into teacher practice journals articles that inform teachers practice.

Click on the photo of each journal to link to the publication page for subscription or single article purchase information.

References:

Exceptional Children. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ecx.

Focus on Autism and Other Developmental Disabilities. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/foa.

Journal of Early Intervention. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/jei.

Journal of Emotional and Behavioral Disorders. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ebx.

Journal of Learning Disabilities. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ldx.

Journal of Mathematics Teacher Education. (n.d.). Retrieved October 10, 2019, from https://link.springer.com/journal/10857.

Journal of Research in Special Educational Needs. (n.d.). Retrieved October 10, 2019, from https://onlinelibrary.wiley.com/journal/14713802.

Learning Disability Quarterly. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ldq.

Teaching and Teacher Education. (n.d.). Retrieved October 10, 2019, from https://www.journals.elsevier.com/teaching-and-teacher-education.

The Journal of Special Education. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/sed.

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Special Education

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• Evaluating Sources
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Tip: Journal Metrics

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• Writing and Citing Sources
• Special Education at BU
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The best way to discover articles  is to search databases (try  Search ) – you will be searching millions of records at once. Following journal literature is an effective means of scholarship.

• AERA Open
• American Educational Research Journal
• American Journal on Intellectual and Developmental Disabilities
• Annals of Dyslexia Brain & Development
• British Journal of Learning Disabilities
• British Journal of Special Education California Special Education Alert
• Child Language Teaching and Therapy Cognitive Development
• Developmental Psychology
• Education and Training in Autism and Developmental Disabilities
• Education and Training in Developmental Disabilities
• Educational Evaluation and Policy Analysis
• Educational Researcher
• Exceptional Children
• Exceptional Parent
• Exceptionality
• Focus on Autism and other Developmental Disabilities
• Focus on Exceptional Children
• Gifted Child Quarterly
• High Ability Studies
• Inclusive Practices
• International Journal of Disability Development and Education
• International Journal of Special Education
• Intellectual and Developmental Disabilities
• Intervention in School and Clinic
• Journal of Applied Research in Intellectual Disabilities
• Journal of Deaf Studies and Deaf Education
• Journal of Developmental and Physical Disabilities
• Journal of Disability Policy Studies
• Journal of Early Intervention
• Journal of Educational and Behavioral Statistics
• Journal of Emotional And Behavioral Disorders
• Journal of Fluency Disorders
• Journal of Intellectual and Developmental Disability
• Journal of Intellectual Disability Research
• Journal of Learning Disabilities
• Journal of Positive Behavior Interventions
• Journal of Special Education
• Journal of Special Education Technology
• Journal of the International Association of Special Education
• Learning and Individual Differences
• Learning Disabilities Research and Practice
• Learning Disability Practice
• Learning Disability Quarterly
• Remedial and Special Education
• Research and Practice for Persons with Severe Disabilities
• Research in Autism Spectrum Disorders
• Research in Developmental Disabilities
• Review of Educational Research
• Roeper Review
• Rural Special Education Quarterly
• TASH Connections
• Teacher Education and Special Education
• Teaching Exceptional Children
• Topics in Early Childhood Special Education
• Volta Review  

If you are looking for a list of the most highly cited journals in your specialty, try the Social Sciences subcategories within  Google Scholar Metrics . Journals in Scholar are ranked in order of their h-5 index .

Alternatively, the  impact factor  metric from Clarivate Analytics is also very popular. Find journal impact factors in BU Libraries' Journal Citation Reports database. 

These metrics are not the final word on research quality: in fact, many scholars say they're overvalued . There's no substitute for reading and judging for yourself!

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Artificial Intelligence for Enhancing Special Education for K-12: A Decade of Trends, Themes, and Global Insights (2013–2023)

• Published: 19 August 2024

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• Yuqin Yang 4 ,
• Linbaiyu Chen 1 ,
• Wenmeng He 2 ,
• Daner Sun 3 &
• Sdenka Zobeida Salas-Pilco 1  

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This paper provided a review of 210 studies on AI-enhanced special education from 2013 to 2023. Through bibliometric analysis, this review aimed to explore trends, focus areas, developments, and evolving themes of the field of AI for enhancing special education. Several noteworthy findings emerged from our analysis. The trend analysis of publications and citations revealed distinct phases, including an initial exploratory phase (2013–2016) followed by a period of rapid development (2017–2023). keyword co-occurrence networks and emergent word mapping highlight AI’s transformative potential, especially in autism spectrum disorder interventions and advancements in learning environments. Emerging trends focus on mathematics learning outcomes and educational equity, evolving through phases of understanding AI's support and integrating advanced tools like virtual reality and educational robots. Topic clustering analysis revealed categories including cognitive rehabilitation and ethical AI integration, emphasizing personalized instructional environments. Implications for research stress the need to bolster foundational skills and explore innovative teaching methods, including addressing challenges in gamified learning and integrating AI seamlessly. The review reveals a need for larger sample sizes and longitudinal studies to enhance statistical robustness and real-world relevance. In educational practices, using AI tools like apps, robots, and simulations can boost engagement and support social and academic progress. Tailored interventions for specific learning difficulties, such as dyslexia and dyscalculia, through intelligent tutoring systems, offer promise for positive learning outcomes. Policymakers are crucial in facilitating technology integration by ensuring comprehensive teacher training, increased funding for tech infrastructure, and strong leadership. Initiatives targeting underserved communities aim to promote equity and access to transformative resources. This study highlights AI’s transformative potential in special education, advocating for inclusive and personalized learning environments with ethical Al solutions to address unique challenges faced by special needs students.

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Faculty of Artificial Intelligence in Education, Central China Normal University, NO.152 Luoyu Road, Wuhan, Hubei, 430079, P. R. China

Linbaiyu Chen & Sdenka Zobeida Salas-Pilco

Wuhan University of Technology, Wuhan, Hubei, China

Department of Mathematics and Information Technology, The Education University of Hong Kong, Hong Kong, S.A.R, China

Hubei Key Laboratory of Digital Education, Faculty of Artificial Intelligence in Education, Central China Normal University, Wuhan, China

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The first author was responsible for writing paper and organizing the research work. The second author contribute to do data analysis and interpret part of data. The third author contribute to do part of literature review and data analysis. The fourth author contributed to the writing of results. The fifth author proposed the framework and participated in the writing process.

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Correspondence to Yuqin Yang or Sdenka Zobeida Salas-Pilco .

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Yang, Y., Chen, L., He, W. et al. Artificial Intelligence for Enhancing Special Education for K-12: A Decade of Trends, Themes, and Global Insights (2013–2023). Int J Artif Intell Educ (2024). https://doi.org/10.1007/s40593-024-00422-0

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Scholar-Practitioner Exploration of EL Access and Definitions Going to the heart of ELTHE's special issues defining experiential education.

Article sidebar, main article content.

There has been a longstanding societal push to diversify the student body of colleges and universities by improving access. Increasing access through the diversification of their membership bases is also an expressed goal of the experiential learning professional societies (SEE and AEE). Overlaying this charge with SEE’s initiative to revisit the defining features of experiential learning (EL) creates an opportunity to consider how definition impacts access to the field. To address this challenge, we employed a scholar-practitioner research methodology exploring the question, How does the definition of experiential learning impact access? This process involved each author addressing three related questions individually before we compared responses and analyzed our data. We found differences in perspective (e.g., administrative, educational, and student) and differences in needs (immediate need for funding to pay for additional EL-related expenses and need for data to show that EL works). Clarifying these differences may help bridge discrepancies in espoused theory and theory in use, thereby increasing opportunities to access EL through definition.

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