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  • AASEP Publications
    • Journal of the American Academy of Special Education Professionals (JAASEP)
      • Latest & Archived Journals of the American Academy of Special Education Professionals
      • JAASEP WINTER 2021
      • JAASEP FALL 2020
      • JAASEP SPRING/SUMMER 2020
      • JAASEP WINTER 2020
      • JAASEP FALL 2019
      • JAASEP SPRING-SUMMER 2019
        • Use of Projective Techniques in Emotional Disturbance Evaluations
        • Developing Culturally Responsive Transition Plans Using the Indicator 13 Checklist
        • An Assessment of Perceived Antecedents to Attitudes of College Students towards Children with Autism
        • Exploring the Effects of the AutisMate Application on a 12 year-old boy with ASD: A Case Study
        • Addressing the Need for Progress in Special Education: Understanding Endrew F. and the Role of Special Educators
        • Creating Self-Efficacious Special Educators through Mentoring during Teacher Preparation
        • Challenging Behavior in Students with an Intellectual Disability: Promoting Understanding and Compassionate Educational Practice
        • Exploring Preservice Teachers' Perceptions of Preparedness to Teach Students with Disabilities
        • But...How Helpful is That? Parents' Views on the Helpfulness of Selected Resources When Making Educational Decisions for Their Young Children with Disabilities
        • An Investigation of Co-teaching to Improve Academic Achievement of Students with Disabilities: A Meta-analysis
        • 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
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      • JAASEP WINTER 2019
        • Responding to the Endrew’s Decision: Measuring Meaningful Educational Benefit
        • Social Skills for Students with Moderate to Severe Disabilities: Can Community Based Instruction Help?
        • Mobile Hearing Screening in a Rural Community School in Ghana
        • An Investigation of Special Education Preservice Teachers' Perspectives and Practices of STEAM Education
        • Increasing Teachers' Use of Behavior-Specific Praise with the Teacher vs. Student Game
        • Building Independence Through Self-Prompting with Technology
        • Meeting the Needs of Students with Disabilities: Characteristics of Universal Design of Instruction in Odds-Beating Middle Schools
        • Social Skill and Self-Advocacy Goals: An IEP Study
        • Perspectives on Current Practices and Barriers to Training for Paraeducators of Students with Autism in Inclusive Settings
        • Poverty and Learning: The Effects of Poverty in the Classroom
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      • JAASEP FALL 2018
        • Understanding the Removal of Classroom Auditory Distractors: An Interactive Design
        • Communication in Support of Students with Disabilities Attending Career Technical Education
        • Strategies for Supporting Students Diagnosed with Autism Spectrum Disorders in STEM Education
        • Gifting the Ungifted: Disproportionality of Minority Students in Gifted Education
        • Prompting with Wearable Technology to Increase Teaching Behaviors of a Preservice Special Education Teacher
        • "How Am I Doing?" Teaching Children with Emotional-Behavioral Disorders to Self-Manage Their Behaviors
        • Developing Peer Mediated Interventions for Secondary Students with Emotional and Behavioral Disorders
        • Fostering Reading Motivation in Self-Contained Classrooms for Students with Emotional and Behavioral Disorders
        • Exceptional Gifted in West Virginia: Reflections of a Teacher of the Exceptional Gifted on the State Program
        • The Effect of a Skills-Based Behavioral Program on Raising the Self-Concept of Individuals with Mild Intellectual Disability in UAE
        • Democratic Citizenship Education and Inclusion: Preparing Preservice Teachers for Inclusive Social Studies
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      • JAASEP SPRING/SUMMER 2018
        • Social Skills and Students with Moderate to Severe Disabilities: Can Community Based Instruction Help?
        • Supporting Students with Disabilities During Group Activities: Five Tools Every Inclusive Mathematics Educator Needs
        • Using an Alternating Treatment Design in a Co-taught Classroom to Measure Student On-task Behavior
        • A Whole Language Reading Intervention: A Case Study
        • Common Purpose, Uncommon Results: A Literacy Collaboration for a Preschooler with Down Syndrome
        • Educational Policy: Instruction and Assessment
        • 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
        • The Impact of Assistive Technology on Autism Spectrum Disorder: A Systematic Review
        • Effects of Video Modeling and Video Modeling Plus Prompting and Reinforcement on the Daily Living Skills of a Student with Autism
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      • JAASEP WINTER 2018
        • Supervisory Teacher Coaching in K-12 Classrooms
        • Factors that May Hinder the Implementation of the School-Wide Positive Behavior Intervention Support Model
        • Matching Students to Augmentative and Alternative Communication: A Single Case Study
        • Academic Experiences of Students Who are Deaf at the University of Education, Winneba, Ghana
        • The Effect of Video Modeling on Preschoolers' Learning Who are Diagnosed with Autism Spectrum Disorder: A Meta-Analysis
        • Autism Support Teachers' Attitudes about Inclusion for Children with Autism
        • Disabilities and Social Engagement: Inclusive Classroom Preparation for Pre-Service Art Teachers
        • Student Engagement in an Online Special Education-General Education Graduate Program
        • Mindfulness Meditation with High School Students who Receive Special Education Services: Research Recommendations from a Pilot Study
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      • JAASEP FALL 2017
        • Implementation of a Post-Secondary Inclusive Recreation Program
        • Strengthening Social and Emotional Intelligences Through Writing
        • Let's Get Parents Ready for their Initial IEP Meeting
        • Preparing Preservice Teachers for Inclusive Classrooms: A State-Wide Survey of Teacher Education Faculty
        • Are We Practicing What We Are Preaching? An Evaluation of Self-Determination Instructional Components in IEPs at a Midwestern High School
        • 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
        • Alternative Approaches to IEP Conflict: A Review of the Literature
        • Evaluating the Validity and Reliability of a Student Self-Advocacy Teacher Rating Scale
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      • JAASEP SPRING/SUMMER 2017
        • The History of Behavioral Treatments in Autism: From the Punitive to the Positive
        • How Early Experiences in a Kindergarten Classroom Shape the Development of Self-Regulation Skills of Children
        • Mothers' Perspectives and Experiences of Speech Generating Devices
        • Teachers' Pedagogical Competence in Adapting Curricula for Children with Learning Difficulties (LD) in Primary Schools in Ghana
        • Parents are the Experts: Understanding Parent Knowledge and the Strategies They Use to Foster Collaboration with Special Education Teams
        • Examination of Social Story Format on Frequency of Undesired Behaviors
        • Preparing Early Childhood Educators for Blending Practices in Inclusive Classrooms
        • Pre-Service Teachers Assisting the Transition of the Student with Autism from School to Adulthood
        • Pre-service Teacher Self-Efficacy for Teaching Students with Disabilities : What Knowledge Matters?
        • Variables Affecting the Amputees' Reactions Artificial Limbs in the Kingdom of Jordan
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      • JAASEP WINTER 2017
        • How Expert Special Educators Effectively Negotiate Their Job Demands
        • Inclusive Concurrent Enrollment: A Promising Postsecondary Transition Practice for Building Self-Determination among Students with Intellectual Disability
        • Improving Outcomes for Students with Disabilities: Identifying Characteristics of Successful Districts
        • A Comparative Study of Teachers’ Pedagogical Competencies in Supporting Children with Learning Difficulties in Primary Schools in Ghana and Brunei Darussalam
        • A Case Study of Factors that Influenced the Attrition or Retention of Two First-Year Special Education Teachers
        • Significant Outcomes in Case Law in the United States: Autism and IDEA in 2013, Transition Issues and Changes in Diagnostic Evaluation Criteria
        • Effectiveness of Pearson’s SuccessMaker Mathematics for Students with Disabilities
        • Teachers' Methodologies and Sources of Information on HIV/AIDS for Students with Visual Impairments in Selected Residential and Integrated Schools in Ghana
        • Managing Asthma in Elementary and Middle Schools: Adherence to Federal Laws and National Guidelines
        • Use of Social Narratives as an Evidence-Based Practice to Support Employment of Young Adults with ASD: Practitioner’s Guide
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      • JAASEP FALL 2016
        • Examining the Attitudes of Secondary General Education and Special Education Teachers Toward Inclusion of Children with Autism in General Education Classrooms
        • Action Research Report: Using Objects to Increase Reading Comprehension in Students with Significant Cognitive Disabilities
        • The Redundancy Effect on Retention and Transfer for Individuals with High Symptoms of ADHD
        • Guidelines for the Administration of Educational Programs for Students who are Deaf/Hard of Hearing, Visually Impaired, or Deafblind
        • Teaching Reading Comprehension to Students with Autism Spectrum Disorders in Social Studies Classrooms: Middle School Teacher Perceptions
        • General Education and Special Education Teachers' Attitudes Towards Inclusion
        • Steps to Becoming Independent: Toilet Training Challenges Facing Children with Autism Spectrum Disorder
        • Leadership Style of Head Teachers of Basic Special Schools as Correlates of Retention of Special Needs Educators in Southern Ghana
        • Revisiting the Regular Education Initiative: Multi-tiered Systems of Support Can Strengthen the Connection Between General and Special Education
        • Effects of Inclusion Classrooms on Academic Achievement of Students with Learning Disabilities and Students in General Education
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      • JAASEP Spring/Summer 2016
        • The Implications of a System-Wide Positive Behavioral Intervention Initiative: From Design to Successful Implementation
        • 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
        • Follow-Up Study to Family Members’ Reactions to the Initial Special Education Meeting
        • Perceptions of Parents of Children with Autism Spectrum Disorders Towards Their Partnerships with Teachers
        • Brain Gym: Pseudoscientific Practice
        • Housing and Independent Living for Individuals with Intellectual and Developmental Disabilities
        • Using the “ASKED” Model to Contrive Motivations and Teach Individuals with ASD to Ask wh-Questions in Natural Settings
        • An Analysis of Factors Influencing Low Enrolment and Retention of Girls with Disabilities in Integrated Primary Schools in Embu County, Kenya
        • Employing Case Study Methodology in Special Educational Settings
        • Retraction Statement
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      • JAASEP WINTER 2016
        • The Effects of Special Education Training on Educator Efficacy in Classroom Management and Inclusive Strategy Use for Students with Autism in Inclusion Classes
        • The Effectiveness of Using a Social Story Intervention to Improve Social Interaction Skills of Students with Autism
        • Preventing and Responding to Student Escalation: Combining De-Escalation Strategies and Function-Based Support
        • Teaching Sam to Read: An Integrated Team Approach with One Child with ASD
        • High Stakes Testing in the 21st Century: Implications for Students in Special Education
        • Identifying and Correcting Barriers to Successful Inclusive Practices: A Literature Review
        • Cameras in Self-Contained Classrooms: Legal, Professional and Student Implications
        • Effects of an Intervention on Math Achievement for Students with Learning Disabilities
        • Crossing Borders and Building Bridges: A Video Ethnography of Special Education in Nuevo Progresso, Mexico
        • Evaluating and Using Literature Including People with Disabilities in All Classrooms
        • A Pilot Examination of the Adapted Protocol for Classroom Pivotal Response Teaching
        • Principals and Teachers’ Attitudes Towards Inclusion in Israel
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      • JAASEP FALL 2015
        • Elements of Good Teaching and Good Teachers: A Theoretical Framework and Effective Strategies for Special Educators
        • What Factors Contribute to Self-Efficacy
        • Co-Teaching and Collaboration: Preservice Teachers’ Knowledge, Attitudes, and Perceived Sense of Efficacy in Teaching Students with Disabilities
        • Creating a Common Table: Using Peer Mediated Intervention to Promote Social Communication Skills with At-Risk and Autism Spectrum Disorder Populations
        • Home-School Collaboration for Students with ASDs: Parents’ Perspectives
        • Validating an Observation Protocol to Measure Special Education Teacher Effectiveness
        • Teaching Play Skills Through the Use of Assistive Technology and Instructional Strategies: A National Survey
        • Student Outcomes in a Blended Preschool Program
        • A Meta-Analytic Review of Tactile-Cued Self-Monitoring Interventions Used by Students in Educational Settings
        • Teachers’ Knowledge of Special Education Policies and Practices
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      • JAASEP Spring/Summer 2015
        • Learning Disabilities Today: An Examination of Effective and Not-So-Effective Interventions
        • Teaching Algebraic Equations to Middle School Students with Intellectual Disabilities
        • Students with Disabilities in the Polish Educational System After the Political Changes (2007-2012)
        • FAPE and LRE in Online Learning: Special Education Directors’ Perspectives
        • A Preliminary Investigation of the Benefits of Computer-Aided Instruction in Reading Decoding for Students with Autism Spectrum Disorder and Other Developmental Disabilities
        • Perspective Taking Through Film: Educating Pre-Service and In-Service Teachers About Autism
        • Comparing Student and Teacher Perceptions of the Importance of Social Skills in a Self-Contained Setting
        • Inclusive Education Practice in Southwestern Nigeria: A Situational Analysis
        • Parent Perspectives on Home-Based Intervention for Young Children with Developmental Disabilities: The Parent-Implemented Communication Strategies (PiCS) Project in Illinois, USA
        • The Digital Divide and Inequities for Students with Disabilities: Needed….A Bridge Over Troubled Waters!
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      • JAASEP WINTER 2015
        • Effects of the Picture Exchange Communication System (PECS) on Maladaptive Behavior in Children with Autism Spectrum Disorders (ASD): A Review of the Literature
        • Comparing Measure of Academic Progress (MAP) and Piers-Harris 2 Scores of Students with Emotional and Behavioral Disorders
        • Perceptions of Disability and Special Education Services: The Perspectives of Korean-American Parents of Children with Disabilities
        • Instructional Constraints Faced by Learners with Muscular Dystrophy: A Case of Joytown Special Primary School, Thika, Kenya
        • The Perspectives of K-12 Stakeholders Involved in Early Implementation of Response to Intervention (RTI)
        • The Role of Peer Guided Play for Children with Autism Spectrum Disorder
        • Improving Science Scores of Middle School Students with Learning Disabilities through Engineering Problem Solving Activities
        • Service Delivery for High School Students with High Incidence Disabilities: Issues and Challenges
        • Teaching Children with Autism to Ask Questions
        • The Principals' Impact on the Implementation of Inclusion
        • Fostering Special Education Certification through Professional Development, Learning Communities and Mentorship
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      • JAASEP FALL 2014
        • Speech-Language Services in Public Schools: How Policy Ambiguity Regarding Eligibility Criteria Impacts Speech-Language Pathologists in a Litigious and Resource Constrained Environment
        • Are Parents Really Partners In Their Child’s Education?
        • Vocational Rehabilitation Counselors’ Perceived Influences on the Secondary Transition Planning Process and Postsecondary Outcomes of Students with Disabilities
        • Gender Differences in Emotional or Behavioral Problems in Elementary School Students
        • African American Parental Beliefs About Resiliency: A Delphi Study
        • Blending Common Core Standards and Functional Skills in Thematic Units for Students with Significant Intellectual Disabilities
        • Effects of Peer Tutoring and Academic Self-Monitoring on the Mathematics Vocabulary Performance of Secondary Students with Emotional or Behavioral Disorders
        • Teaching Multiplication with Regrouping Using the Concrete-representational-abstract Sequence and the Strategic Instruction Model
        • Student and Teacher Perceptions of the Five Co-Teaching Models: A Pilot Study
        • Students with Disabilities’ Perspectives of STEM Content and Careers
        • A Researcher's Story of Assessing Motor Skills of Children with Autism Spectrum Disorder
        • The Impact of Video Modeling on Improving Social Skills in Children with Autism
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      • JAASEP Spring Summer 2014
        • Using E-Readers to Improve Reading for Students with Mild Disabilities
        • Importance of Quality of Life Issues: A Pilot Comparison of Teachers and Parents of Children with Autism Spectrum Disorders
        • Effects of Early Childhood Education on Children with Hearing Impairments in Special Schools in Kiambu, Murang’A and Nyeri Counties, Kenya
        • 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
        • Effectiveness of Transitional and Follow-Up Programmes to Community Integration of Young Adults with Intellectual Disabilities (YAWID) in Kiambu County, Kenya
        • Family Communication: Strategies for Building Effective Partnerships and Working Relationships
        • ADHD in Preschool: Approaches and Teacher Training
        • Practitioners' Perceptions of Their Knowledge, Skills and Competencies in Online Teaching of Students with and without Disabilities
        • Effects of Environmental and Instructional Factors on Student Motivation and Self-Directed Learning
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      • JAASEP WINTER 2014
        • Preservice Teachers’ Attitudes Toward Inclusive Education Policy in the United States
        • Autism Spectrum Disorders and Implications for Teachers
        • Stop the Blame Game: Teachers and Parents Working Together to Improve Outcomes for Students with Behavior Disorders
        • Positive and Negative Aspects of Inclusion Services
        • Teacher Perceptions of Response to Intervention Implementation
        • Supporting Preschool Children with Autism Spectrum Disorders (ASD) and Their Families
        • Adolescence: A Period of Transition
        • Students with Attention Deficit Hyperactivity Disorder Participating in Recess
        • Issues and Concerns of Assessment for English Language Learners with Learning Disabilities
        • 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
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      • JAASEP FALL 2013
        • Responses to Positive versus Negative Interventions to Disruptive Classroom Behavior in a Student with Attention Deficit Hyperactivity Disorder (ADHD)
        • 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
        • Helping Preservice Special Educators Scaffold the Reflection Process
        • Preparing Preservice Teachers to Address Bullying through Cartoon Lessons
        • Special Educator Evaluation: Cautions, Concerns and Considerations
        • Working Together for Learning Together: Supporting Students and Teachers with Collaborative Instruction
        • General Education Teachers’ Knowledge of and Attitudes Toward Students with Attention Deficit/Hyperactivity Disorders: Are They Still Being Overlooked and Underserved?
        • Should I Stay or Should I Go. Revisiting Influencing Factors of SPED Teacher Attrition & Retention - A Review of the Literature
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      • JAASEP Spring/Summer 2013
        • 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
        • Effective Inclusion Strategies for Professionals Working with Students with Disabilities
        • Professional Development to Support Students with Disabilities in Multi-Tier Classrooms: A Case Study
        • 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
        • Applied Behavior Analysis: Current Myths in Public Education
        • Application of the RtI Model in Learning Disability Diagnosis: Perceptions of Current Practices by New Jersey Special Education Administrators
        • An Exploratory Study of Successful Paperwork Management Techniques for Novice Special Education Teachers
        • Factors Influencing Teacher Behavior with Students with Diverse Learning and Behavioral Needs
        • Educational Outcomes for Students with Special Needs: The Impact of Support and Resources on Teachers’ Perceptions
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      • JAASEP Winter 2013
        • 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
        • Nature and Causes of Locomotor Disabilities in India
        • The Over Identification of Minority Males in Middle School Special Education Programs: Examining the RTI Model
        • Literacy Based Behavioral Interventions and Video Self-Modeling with students with Autism Spectrum Disorder (ASD)
        • Students with Speech Impairments Participating in Recess
        • Writing IEPs for the Audience of Teachers, Parents, and Students: The Case for the Communicative Individual Education Program
        • Comparison of Gifted and Advanced Students on Motivation Toward Science Learning and Attitude Toward Science
        • Exploring the Experiences of Special Educators Following the Joplin Tornado
        • Addressing the Shortage of Speech-Language Pathologists in School Settings
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      • JAASEP Fall 2012
        • Factors that Affect the Success of Students with Emotional and Behavioral Disorders in Inclusive Placements
        • Theoretical Frameworks for Math Fact Fluency
        • FAPE Model of Exceptional Student Education Leadership
        • Working Towards Math Facts Mastery
        • 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
        • Students with Obsessive Compulsive Disorder Participating in Recess
        • Current Issues in Teaching Bilingual Children with Autism Spectrum Disorder
        • An Evaluation of Inclusive Education of Students with Visual Impairment in Schools and University in Beira, Mozambique
        • Transition Knowledge of High School Special Education Teachers in a Midwestern School District
        • The Competency Based Community Assessment: A Five Step Process
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      • JAASEP Spring-Summer 2012
        • Resilience Theory: Risk and Protective Factors for Novice Special Education Teachers
        • The Ability-Achievement Model Versus the Response to Intervention Model: Which Model is More Accurate in the Assessment of Diagnosing Students with Learning Disabilities?
        • A Program Evaluation of an Inclusive Model for Training Pre-Service General Education Teachers to Work with Students with Special Needs
        • Evaluation of Push-In/Integrated Therapy in a Collaborative Preschool for Children with Special Needs
        • Students with Multiple Sclerosis Participating in Recess
        • Perspectives of Parents Who Have a Child Diagnosed with an Autism Spectrum Disorder
        • High Fructose Corn Syrup, Mercury, and Autism - Is there a Link?
        • The Use of a Functional Behavioral Assessment-Based Self Management Intervention for Students with Emotional/Behavioral Disorders
        • Teaching Common Core Math Practices to Students with Disabilities
        • Involuntary Teacher Transfer in Special Education: Concepts and Strategies for Teachers Facing New Assignments
        • How One Teacher, Two Students with Visual Impairments, and a Three-year R & D Project Could Change How All Students Learn Science
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      • JAASEP Winter 2012
        • Consulting to Support Emotional Behavioral Disordered Students: Implementing a Behavioral School-Based Approach
        • Finding Opportunity in Co-Teacher Personality Conflicts
        • Meeting the Needs of Special Education Students in Inclusion Classrooms
        • Community-Based Instruction (CBI) as a Component of a Successful Transition Plan for Students with Intellectual Disabilities
        • Postsecondary Education Experience for Students with Developmental Disabilities: A Look into Perceptions of Parents of Senior High Transition Students on a Small University Campus
        • Autistic Spectrum Disorder and Assistive Technology: Action Research Case Study of Reading Supports
        • 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
        • Development of Web Quest Lesson Enhancing Thai Reading Skills for Students with Down Syndrome at Lower Elementary
        • Should Children with Auditory Processing Disorders Receive Services in Schools?
        • The Use of a Rubric as a Tool to Guide Pre-Service Teachers in the Development of IEPs
        • Quality Care for Down Syndrome and Dementia
        • Does Repeated Reading Improve Reading Fluency and Comprehension for Struggling Adolescent Readers?
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      • JAASEP Fall 2011
        • The Psychological, Behavioral, and Educational Impact of Immigration: Helping Recent Immigrant Students to Succeed in North American Schools
        • High Anxiety: Addressing Family Issues in the Transition of Students with Disabilities from Middle Grades to High School
        • Identifying and Helping Struggling Readers
        • Research in Reading Interventions for Students with Emotional and Behavioral Disorders
        • Personal Epistemology and Self-Efficacy in the Special Education Teacher
        • Cooking for Independence: Middle School Students Gain Skills While Cooking
        • A Student’s Guide to Navigating the IRB: How to Successfully Navigate a Potentially Overwhelming Process
        • Teacher Candidates’ Knowledge of Special Education Law
        • A Veteran Special Education Teacher and a General Education Social Studies Teacher Model Co-teaching: The CoPD Model
        • How Do Job Related Field Experiences Affect Job Readiness in Secondary Transition Students?
        • Using Music to Increase Math Skill Retention
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Tuesday, April 13
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  • Social Skills Training: Evaluating its Effectiveness for Students with Learning Disabilities, Emotional, and Behavioral Disorders
  • Assessment Beyond IQ
  • A Qualitative Study of Students with Behavioral Problems Participating in Service-Learning
  • Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD
  • Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam
  • Inclusive Education
  • Perceptual Differences
  • Back to home
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Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam

Matthew D. Lucas, Ed.D.

Department of Health, Recreation, and Kinesiology at Longwood University in Farmville VA

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