{"title":"Academic Journals","description":"","products":[{"product_id":"precorrection-for-youth-with-ebd-in-alternative-education-settings-implementation-suggestions","title":"Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions","description":"\u003cp\u003eAbstract Many of the youth with emotional and behavioral disorders (EBD) who are served within alternative education settings experience behavioral challenges including displaying behaviors of concern while having difficulty demonstrating the expected behaviors. Through the low-intensity behavioral strategy of precorrection, staff in alternative education settings can proactively assist youth with EBD in reaching behavioral and academic goals. The following article details the eight specific steps of precorrection, including a review of the prior literature, steps for implementation by staff in alternative education settings, and considerations for implementation.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601163820,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-1.jpg?v=1750463528"},{"product_id":"from-research-to-practice-the-creation-and-implementation-of-activity-schedules-for-students-with-a","title":"From Research to Practice: The Creation and Implementation of Activity Schedules for Students with A","description":"\u003cp\u003eAbstract This paper aims to inform other practitioners working with students with autism spectrum disorder about how to create and implement activity schedules for use in schools. This paper includes a review of research regarding the effectiveness of activity schedules on on-task behavior and the ability to transition. Creating these schedules has been broken down into seven steps for practitioners to follow. Suggestions are included to facilitate practitioners using this intervention for multiple situations. Several case examples are also included to highlight how activity schedules may be implemented in a school setting. Keywords: activity schedules, autism, special education, visuals\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601196588,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-2.jpg?v=1750463531"},{"product_id":"from-chaos-to-community-inclusive-community-building-in-middle-schools","title":"“From Chaos to Community”: Inclusive Community Building in Middle Schools","description":"\u003cp\u003eAbstract This paper highlights a study (2022) conducted in a Canadian school division which explored the perceptions of classroom teachers (n=4) in middle schools. The purpose of the study was to highlight ways in which middle school teachers successfully connected with middle years aged students in their classrooms. Participants spoke of the importance of building community in their classrooms and highlighted several ways in which they developed an inclusive community throughout the school year. The approaches and strategies teachers shared to create an inclusive community are compared to several models related to community building, including Peck’s (1998) model highlighting the four stages of community: Pseudo Community, Chaos, Emptiness, and Community. Keywords: middle school, teachers, students, connection, inclusive, community\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601262124,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-3.jpg?v=1750463534"},{"product_id":"initial-validation-study-of-a-scale-for-itinerant-vision-professionals-to-determine-workload","title":"Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload","description":"\u003cp\u003eAbstract Teacher workload leading to burnout is a significant problem facing many teachers today. The Visual Impairment Scale of Staffing Pattern Analysis (VISSPA) was designed to address the workload of vision professionals, teachers of students with visual impairments, and orientation and mobility specialists who work itinerantly with students who are visually impaired. This study attempted to determine the validity and reliability of the VISSPA through a mixed methods design. The study results indicated a high degree of validity and reliability of the new scale, based on feedback from 45 participants on a Likert scale and open-ended questions. Construct validity, consequential validity, and social validity of the tool were measured and found to all be supported by the data. The VISSPA was also found to be a reliable tool with a Cronbach alpha of .983, indicating a high degree of internal consistency. Ninety-one percent (n=45) of participants said they would use the VISSPA in the future to determine their workload. Keywords: visual impairment, itinerant service delivery, vision professionals, workload, scale development.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601294892,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-4.jpg?v=1750463537"},{"product_id":"a-descriptive-study-of-special-educator-student-teachers-using-assistive-technology","title":"A Descriptive Study of Special Educator Student Teachers Using Assistive Technology","description":"\u003cp\u003eAbstract This descriptive research study was done at a small, rural-serving, liberal arts university within an online, graduate-level special education teacher preparation program. Participants were graduate students (n= 9) who were provided a technology kit as a recruitment tool. All participants were completing their licensure coursework over one year in an asynchronous format while working full-time as alternative special education teachers. The descriptive research project will detail the impacts of authentic Assistive Technology (AT) use as part of the teacher preparation program. Participants received instruction on using AT for their learning and teaching, emphasizing two primary topics: multimodal literacy AT tools and AT tools for accessibility and accommodation using the features native to the devices supplied in the technology toolkit. The study's findings provide a lens into the positive impacts of implementing AT learning throughout a teacher preparation program resulting in increased implementation and teacher self-confidence.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601425964,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-5.jpg?v=1750463539"},{"product_id":"effectiveness-of-using-telehealth-to-increase-parent-skill-a-i-of-behavioral-protocals","title":"Effectiveness of Using Telehealth to Increase Parent Skill A\u0026I of Behavioral Protocals","description":"\u003cp\u003eAbstract The purpose of this study is to determine the effects of parent training via telehealth to decrease noncompliance in 3 children diagnosed with Autism Spectrum Disorder using the Applied Behavior Analytic (ABA) technique, Behavior Skills Training. Behavior Skills Training includes four critical components: instructions, modeling, rehearsal, and feedback. A multiple baseline design is used to evaluate the effects of this approach on three participants. Pre- and post-assessments were used to evaluate a parent's skill set with regard to understanding and effectively managing behavior from an Applied Behavior Analytic perspective. Training modules were presented by supervising behavior analysts and student interns at a university. The present results provide evidence demonstrating the effectiveness of telehealth-based parent-training modalities. All parents indicated that they were satisfied with the interventions provided via telehealth. Keywords: Parent training, autism, telehealth, remote instruction, behavior analysis\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601491500,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-6.jpg?v=1750463542"},{"product_id":"supporting-pre-service-teacher-pedagogical-development-with-mursion-video-analysis-a-pilot-study","title":"Supporting Pre-service Teacher Pedagogical Development with Mursion \u0026 Video Analysis: A Pilot Study","description":"\u003cp\u003eAbstract Technology integration throughout educator preparation programs is an essential component that allows pre-service teachers to learn how to better facilitate and become proficient in pedagogical practices that can enhance teaching skills to support students with varied abilities. One approach to assisting pre-service teachers develop teaching skills is through targeted skills practice in a virtual environment coupled with reflecting using the video analysis model. Pre-service teachers need multiple opportunities to practice the use of explicit instruction in order to effectively implement the strategy in their future classrooms and this can be achieved through virtual reality platforms such as Mursion. The purpose of this study was to investigate the impact of Mursion simulated learning experiences and video analysis on the performance and self-efficacy of pre-service teacher education students using explicit instruction. Findings suggest that the use of Mursion coupled with video analysis is a promising method for developing pre-service teachers' pedagogical skills. Keywords: explicit instruction; mixed reality; self-efficacy; inclusive practices; Mursion; video analysis; special education\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601557036,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-7.jpg?v=1750463545"},{"product_id":"modeling-co-teaching-for-collaborative-proficiency","title":"Modeling Co-Teaching for Collaborative Proficiency","description":"\u003cp\u003eAbstract Co-taught lessons representing four co-teaching models (One-Teach, One-Observe; One-Teach, One-Assist; Station-Teaching; Team-Teaching) were developed and implemented by one science education faculty, one mathematics education faculty, and one special education faculty as part of the one-semester science and mathematics education coursework for K-6 preservice teachers. Procedures for implementation of the co-teaching models are described. Focus-group interview data were gathered from a purposeful sample of 10 preservice teachers to explore the participants’ perceptions concerning the benefits of modeled co-teaching to their own collaborative preparation. Findings reveal that the preservice teachers viewed co-teaching favorably in terms of increasing their own knowledge of and ability to implement collaborative teaching practices. Keywords: co-teaching, cooperative learning, teachers and teaching, teacher education, special education, teacher knowledge, special education pedagogy\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601589804,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-8.jpg?v=1750463548"},{"product_id":"seclusion-restraint-scoping-review-of-the-peer-reviewed-published-literature-since-the-gao-2009","title":"Seclusion \u0026 Restraint- Scoping Review of the Peer-Reviewed Published Literature Since the GAO 2009","description":"\u003cp\u003eAbstract Aversive procedures such as seclusion and restraint are generally viewed as emergency only procedures in school settings. However, they are still used too often to respond to student behaviors in schools. The purpose of this scoping review was to determine which types of documents have been published in peer-reviewed journals, the degree of progress that has been made toward the reduction in the inappropriate use of seclusion and restraints, and how these practices have impacted students with emotional and behavioral disorders (EBD) and\/or emotional disturbance (ED). Our summary includes the type of article, antecedent and preventative variables, parent and student perspectives, policies, preventative measures, and legal cases in the literature across 32 peer-reviewed articles from 2009 to 2022. Key findings reveal an increase in the use of seclusion and restraint procedures, despite growing awareness and attention within the education sector. Additionally, the ongoing lack of staff training in emergency procedures suggest that the small number of staff employing these measures may be causing greater harm than previously reported in prior years. Further, we found individuals with disabilities (in particular students ED) and students of color or with linguistic diversity were much more likely to be secluded or restrained in school than their peers. Finally, the varied documents present within the peer-reviewed literature suggest an ongoing interest in advocating for students and their families who have experienced seclusion and\/or restraints in school settings. Recommendations for research, practice, and policy are discussed. Keywords: Seclusion and restraint, GAO hearing, special education, children with disabilities, aversives, behavior modification, educational law, equity in education, behavior, ED, EBD\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601655340,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-9.jpg?v=1750463551"},{"product_id":"teachers-perceptions-of-the-effects-of-remote-learning","title":"Teachers’ Perceptions of the Effects of Remote Learning","description":"\u003cp\u003eAbstract This study looked to examine the effects of remote learning on teachers’ curriculums. In the study, the researcher sought to examine how teachers have had to adjust their curriculums and lessons in this time of remote learning to make sure they are reaching all students. Previous research has been done on this topic that has been both critical and supportive. A major theme amongst the critical research includes that communication has been more challenging, and amongst the supportive research, there is a multitude of technology options available. This type of teaching and learning has been an adjustment for everyone, students and teachers alike. The methodology used was a Google Forms survey because it remained anonymous and was open to all teachers. The survey was left active for seven days and then closed. A Google Forms feature, the frequency of responses, was used as an analytic method.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492601688108,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-10.jpg?v=1750463554"},{"product_id":"completing-college-antecedents-of-success-in-post-secondary-education-for-students-with-disabilities","title":"Completing College:Antecedents of Success in Post-secondary Education for Students with Disabilities","description":"\u003cp\u003eAbstract The purpose of this study was to determine the antecedent conditions that contribute to completion of postsecondary education (PSE) for students with disabilities, taking into account institutional experiences associated with the development of social integration. A prospective longitudinal design was used to analyze data from the National Longitudinal Transition Study-2 (NLTS2). Findings indicate that PSE completion was significantly predicted by self-advocacy, participation in a work-study program or paid employment, participation in extracurricular activities, and development of vocational skills as a primary transition goal. Transition practitioners should consider the right constellation of factors known to impact the PSE outcomes of youth with disabilities including, self-advocacy and transition goals. Keywords: Post-secondary Education Success, Disabilities, Completion\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602114092,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-11.jpg?v=1750463558"},{"product_id":"jaasep-spring-summer-2025","title":"JAASEP SPRING\/SUMMER 2025","description":"\u003cp\u003eTable of Contents Completing College: Antecedents of Success in Post-secondary Education for Students with Disabilities Teachers’ Perceptions of the Effects of Remote Learning Marissa Cordaro Seclusion and Restraint: A Scoping Review of the Peer-Reviewed Published Literature Since the GAO Congressional Hearing of 2009 Through the End of the 2020 COVID-19 Pandemic Modeling Co-Teaching for Collaborative Proficiency Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols A Descriptive Study of Special Educator Student Teachers Using Assistive Technology Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload “From Chaos to Community”: Inclusive Community Building in Middle Schools From Research to Practice: The Creation and Implementation of Activity Schedules for Students with Autism Spectrum Disorders Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602146860,"sku":null,"price":34.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/2025-cover-spring_jaasep-725x925-12.jpg?v=1750463561"},{"product_id":"the-best-kept-secret-readability-and-accessibility-of-ieps","title":"The Best Kept Secret: Readability and Accessibility of IEPs","description":"\u003cp\u003eAbstract Individualized education plans (IEPs) are to serve as a guideline for the supports and services a student with a disability needs to have access to the general education curriculum. State departments of education monitor the compliance of these programs within the public schools. This study found the materials that state departments use to inform parents and guardians about IEPs and their rights and responsibilities in the special education process are difficult to read and understand for most parents, which potentially limits the ability to advocate for their children. The implications of these findings suggest the parents’ capacity for active participation in the IEP processes are diminished. Opportunities for improving collaboration and communication between schools and families are discussed. Keywords: IEPs, disability, parents, readability\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602212396,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725.jpg?v=1750463566"},{"product_id":"improving-transitions-from-early-intervention-ei-to-school","title":"Improving Transitions from Early Intervention (EI) to School","description":"\u003cp\u003eAbstract Early intervention (EI) plays a crucial role in supporting infants and toddlers with developmental needs and helping families understand how to meet their child’s needs. However, once a child reaches the age of three, these services come to an end and families must transition to school services. Surprisingly, there is a lack of research focusing on how families perceive this transition from EI to school services. To fill this gap in the literature, a qualitative study was conducted, involving semi-structured interviews with 14 parents. This study aimed to explore the transition process and the experiences of parents during this crucial phase. The results indicate that parents generally had positive experiences with EI, particularly with the EI team. However, a noteworthy finding was that parents reported heightened stress levels during the transition from EI to school services. They often relied on EI and school professionals to navigate the system and secure services, with limited involvement in the Individualized Education Program (IEP) process. These findings have important implications for both research and practice in the field.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602245164,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-1.jpg?v=1750463568"},{"product_id":"perspectives-of-youth-with-disabilities-on-restorative-practice-rp-circle-engagement-and-school-be","title":"Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Be","description":"\u003cp\u003eAbstract The literature base on Restorative Practice (RP) outcomes suggests that schools that adopt RP experience reductions in suspensions\/expulsions and improved school climate. Yet data suggests disproportionality in exclusionary disciplinary practices persist. Less is known about whether there are differences among student populations in their perception of their experience with RP. This study examines student survey data, from a school district that has been implementing RP for 5 years. We conducted T-test analysis of student survey responses (grades 3-12) and compare whether there were statistically significant differences between students who identified as receiving IEP services and those who do not regarding their experience with RP circles. Findings suggest that some parts of RP circle engagement are perceived positively by all students. However, some statistically significant differences suggest variation in feeling respected by teachers and being listened to by peers. Additional findings illuminate how circle processes could be refined to be more inclusive. Keywords: restorative practices, disability, school discipline, inclusion\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602277932,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-2.jpg?v=1750463571"},{"product_id":"resilience-and-stressors-examining-impact-of-covid-19-on-rural-special-education-teachers","title":"Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers","description":"\u003cp\u003eNo description found\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602310700,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-3.jpg?v=1750463574"},{"product_id":"issues-and-insights-in-determining-special-education-eligibility-for-traumatic-brain-injury","title":"Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury","description":"\u003cp\u003eAbstract Despite the relatively high incidence rates of traumatic brain injuries (TBIs) in children and adolescents, few students qualify for special education services under the TBI category. Although many TBIs do not require specially designed instruction or related services, it is essential that students with substantive educational effects from TBI receive appropriate identification and educational programming. This article explains the school-based educational evaluation process and assessment considerations specifically for TBI. It summarizes obstacles to the referral and determination of eligibility for TBI, particularly the requirement for a medical statement for TBI eligibility in some states and districts. The use of a guided credible history interview is an alternative to a medical statement or health assessment statement, which has implications for training and practice, including educator preparation programs, professional development sessions, and policy development.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602376236,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-4.jpg?v=1750463576"},{"product_id":"exploring-the-departure-narratives-of-special-education-inclusion-teachers-in-central-georgia","title":"Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia","description":"\u003cp\u003eAbstract As more K-12 educators leave their teaching careers, it is unclear why they decide to depart from teaching. Retention is an ongoing problem, particularly with special education inclusion teachers (SEITs). A qualitative narrative analysis was conducted with four SEITs to determine why they departed from their profession. Each participant was interviewed three times to gather relevant data. Results showed five major themes concerning SEIT departure: job choice, preparation, workload, job effectiveness, and job support. The findings indicate the need for more professional development, more experiential practice, less redundant workload, more instructional support, and more mentorships for those in the field. Keywords: Inclusion, Special Education, Teaching, Narratives, Job Departure, Workload, Burnout\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602409004,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-5.jpg?v=1750463579"},{"product_id":"an-exploration-of-culturally-and-linguistically-diverse-scholars-doctoral-journey","title":"An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey","description":"\u003cp\u003eAbstract The purpose of this autoethnographic multiple case study is to examine the perceptions of culturally and linguistically diverse (CLD) doctoral students, who are also first-generation college (FGC) students. This research seeks to navigate their experiences in a doctoral program focused on special education for culturally and linguistically diverse exceptional (CLDE) learners. This study explores the journeys of three diverse female doctoral scholars including a Hispanic, Native American, and African American student. Our understanding and utilization of cultural capital and community cultural wealth in higher education were considered when analyzing their perceptions. Our perceptions are discussed in relation to social support, financial support, academic support, and overall satisfaction with their doctoral journey. Based on the experiences of each participant in this study, suggestions are provided for doctoral students and graduate faculty in special education programs. Recommendations for research and practice are presented. Keywords: Culturally and Linguistically Diverse (CLD), Special Education, Doctoral Program, Cultural Capital, Community Cultural Wealth, Student Integration Theory\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602441772,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-6.jpg?v=1750463582"},{"product_id":"do-analytical-thinking-and-creativity-differ-between-gifted-and-non-gifted-students","title":"Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students","description":"\u003cp\u003eAbstract Sternberg's Theory of Successful Intelligence proposes a broader and more comprehensive view of intelligence beyond traditional measures like IQ. The theory consists of three main components: analytical, creative, and practical intelligence. The theory suggests that gifted individuals have more developed analytical, creative, and practical intelligence. This study investigated whether analytical thinking and creativity differ between students with and without giftedness. This study also evaluated the relationships between subscales in the context of identification status. The sample consisted of 12 gifted students (Group A) and 27 non-gifted students (Group B). Data were collected using the Scientific Creativity Test (SCT) and the Analytical Thinking Scale for High School Students (ATSHSS). The data were analyzed using the Kruskal-Wallis test and Spearman’s rho coefficients (ρ). The results showed a slight difference in SCT and ATSHSS between groups A and B. However, Group A had a significantly higher mean ATSHSS “knowledge assimilation” subscale score than Group B. Other significances and relationships were discussed, considering the limitations of the study. Keywords: analytical thinking, creativity, giftedness, Sternberg's Theory of Successful Intelligence\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602474540,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-7.jpg?v=1750463584"},{"product_id":"stakeholders-experiences-with-shadow-aides-in-an-inclusive-school-in-jamaica","title":"Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica","description":"\u003cp\u003eAbstract Shadow aides (also known as learning assistants or shadow teachers) and the vital role they play in the learning support plan of many inclusive policies and practices is under-researched. This paper explores stakeholders’ experiences with and the views they hold of shadow aides in the inclusive classroom in a Caribbean context using a qualitative case study design. Data was collected using interviews, focus group discussions and observations from 27 participants. The key findings suggest that shadow aides are viewed as being one of the driving factors behind successful inclusive education experiences and student outcomes. Parents shared that the work of shadow aides often resulted in either the improvement or regression of their children. Therefore, careful selection and placement of shadow aides along with their training and views are imperative in developing and implementing inclusive practices. Other key findings are also highlighted in this article. Finally, implications and recommendations are discussed. Keywords: shadow aides, inclusive-education, special needs, Caribbean\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602507308,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-8.jpg?v=1750463587"},{"product_id":"jaasep-winter-2025-journal-of-the-american-academy-of-special-education-professionals","title":"JAASEP WINTER 2025 - Journal of the American Academy of Special Education Professionals","description":"\u003cp\u003eTABLE OF CONTENTS Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica Leachman Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students? An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey: An Autoethnographic Case StudyExploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Belonging Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals The Best Kept Secret: Readability and Accessibility of IEPs\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602540076,"sku":null,"price":34.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2025_cover-725-9.jpg?v=1750463590"},{"product_id":"exploration-of-the-relationship-between-asd-avoidant-restrictive-food-intake-disorder-arfid","title":"Exploration of the Relationship Between ASD \u0026 Avoidant\/Restrictive Food Intake Disorder (ARFID)","description":"\u003cp\u003eAbstract The purpose of this literature review was to provide a comprehensive summary of the relationship between Autism Spectrum Disorder (ASD) and Avoidant\/Restrictive Food Intake Disorder (ARFID). Eight research studies published between the years 2012 and 2022 were included in the review. The studies examined various symptoms, risk factors, comorbidities, treatment options, and the prevalence of ARFID among children diagnosed with ASD. Overall, results suggested a strong correlation between having an ARFID diagnosis if already diagnosed with ASD. Additionally, it is more common to be diagnosed with ARFID in children of younger age and\/or male. Potential treatment options for children dealing with ARFID are differential reinforcement alternate behaviors (DRA), various schedules of reinforcement, and treating the disorder as a resistance to change, not an eating disorder. Future research should be continued to further explain the characteristics of ARFID and find additional treatment options for children dealing with ARFID with and without an ASD diagnosis. Keywords: ASD, Autism Spectrum Disorder, Avoidant\/Restrictive Food Intake Disorder, ARFID\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602572844,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-1.jpg?v=1750463592"},{"product_id":"evaluation-gifted-program-in-terms-of-perception-regarding-collaborative-problem-solving-experiences","title":"Evaluation-Gifted Program in Terms of Perception regarding Collaborative Problem-Solving Experiences","description":"\u003cp\u003eAbstract This study aimed to examine the current perceptions of gifted students (n=178) on using collaborative problem solving during projects and to compare their experiences with those of experienced individuals (n=105) on projects. The research method of the study is the quantitative comparative method. Three data collection tools were used: the CPSS scale for gifted students and experienced individuals, Marlowe-Crowne Social Desirability Scale, and Collective Orientation Scale (COS). For analyzing the data, principal components analysis, calculating descriptive statistics, regression, and t-tests for independent groups were used. Regression analysis showed that there was a significant relationship between CPSS and COS scores of the students and the experienced individuals in collaborative problem-solving in a project. The findings indicated that gifted students do not have similar perceptions to experienced individuals. Experienced individuals have more positive perceptions regarding CPSS and COS. Findings showed the necessity of evaluating the project activities provided in a gifted education program in terms of CPSS in detail. Keywords: collaborative problem solving, collective orientation, gifted students, quantitative comparison, experienced individual on project, BİLSEM, project work\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602605612,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-2.jpg?v=1750463595"},{"product_id":"evaluating-emergent-bilinguals-for-specific-learning-disabilities","title":"Evaluating Emergent Bilinguals for Specific Learning Disabilities","description":"\u003cp\u003eAbstract Evaluating students from culturally and linguistically diverse backgrounds (i.e., emergent bilinguals) presents challenges to evaluation teams, as distinguishing between a language disorder and typical second language development is more complex. The skills and knowledge required to do this task often exceed the level of training that evaluators (e.g., educational diagnosticians, LSSPs, speech pathologists) possess. To conduct a nondiscriminatory evaluation, evaluators must determine native language proficiency to select tests, understand the impact of culture on the learner, and interpret results. This requires an understanding of typical second language development and the influence of culture. This paper aims to add to evaluators' knowledge base by describing typical second language development and considering cultural implications. Implications for test selection and interpretation will also be discussed.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602638380,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-3.jpg?v=1750463598"},{"product_id":"levels-of-telepractice-used-by-speech-language-pathologists-before-during-the-covid-19-pandemic","title":"Levels of Telepractice Used By Speech-Language Pathologists Before \u0026 During the COVID-19 Pandemic","description":"\u003cp\u003eAbstract This study compared the different services and types of disorders Oklahoma and Texas K-12 SLP’s provided through teletherapy as compared to face-to-face therapy before and during the COVID-19 pandemic. A Google forms survey was available to SLPs from June through October, 2021, assessing three age groups of children: elementary (5-10 years), middle school (11-13 years), and high school (14-18 years). Questions included types of serviced provided and disorders treated. There was a decrease in the services of Screening, Assessment, and Follow-up offered through teletherapy as compared to face-to-face for all three age groups. However, there was a decrease in treatment of disorders with elementary and middle school students while no change or an increase in treatment was observed in treatment in high school students. This study concludes that services and treatment decrease for younger aged students while most treatment remained the same for older students. KeyWords: Telepractice\/Teletherapy, COVID-19, Oklahoma \u0026amp; Texas K-12 schools, Services \u0026amp; Treatments\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602671148,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-4.jpg?v=1750463600"},{"product_id":"extending-doctoral-degree-opportunities-to-nondoctoral-school-psychologists","title":"Extending Doctoral Degree Opportunities to Nondoctoral School Psychologists","description":"\u003cp\u003eAbstract Doctoral-level school psychologists are critical for addressing the school psychologist shortage in the United States. Candidates especially qualified to pursue doctoral training in school psychology are among working, nondoctoral school psychologists. However, pursuing a doctoral degree is often precluded for these working professional. This pilot study is an initial step in examining the prospect of extending opportunities for doctoral training in school psychology to nondoctoral school psychologists with a master’s-plus degree in school psychology who are currently working in public schools. Based on finding from the study, a doctoral program structure amenable to working school psychologists is presented. Keywords: school psychology, psychologist shortage, adult learners, doctoral degree.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602703916,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-5.jpg?v=1750463603"},{"product_id":"graduate-level-special-education-teacher-recruitment-through-a-school-university-partnership","title":"Graduate Level Special Education Teacher Recruitment Through a School-University Partnership","description":"\u003cp\u003eAbstract Recruiting special education teacher candidates to teacher preparation programs and to special education classrooms continues to be a national struggle (National Center for Education Statistics, 2022; United States Department of Education, 2021). While a number of solutions to this decades-long problem have been explored, we offer the analysis of a school-university partnership designed to target active, certificate-holding general education teachers for inclusion in a special education certificate program. The program of focus is designed to prepare general educators for certification eligibility and practice as highly-qualified special education teachers intent upon remaining in their current P-12 districts. The value of having general education teachers and special education teachers engage in co-professional development, particularly focused on co-teaching, has a history of successful collaboration (Miller \u0026amp; Oh, 2013). It is plausible, then, to recognize the value of preparing successful general educators to transition to the special educator role (Fee et al., 2012). An outline of a cohort-designed special education graduate certificate program is described. Results are reported based on data obtained from completer surveys, qualitative interviews, and Praxis examination scores. Suggestions for ways in which human resource professionals can help foster school-university partnerships are provided. Keywords: P-12 Partnerships, Cohort models, Grow-Your-Own (GYO)\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602736684,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-6.jpg?v=1750463605"},{"product_id":"reading-comprehension-instruction-for-students-with-asd-a-review-of-the-literature-from-2008-2020","title":"Reading Comprehension Instruction for Students with ASD- A Review of the Literature from 2008 - 2020","description":"\u003cp\u003eAbstract Due to constructs as theoretical explanations (Theory of Mind, Weak Central Coherence, Executive Functioning), reading comprehension has been identified as a notable deficit for students with Autism Spectrum Disorder (ASD). The purpose of this literature review is: (1) to examine, summarize, and analyze the existing published literature on reading comprehension instruction for students with ASD between 2008-2020 with an emphasis on evidence-based practices, (2) to examine the potential influences of the above three constructs, and (3) to provide teachers evidence-based practices that might enhance the reading comprehension skills of students with ASD participating in the general education curriculum. Of the selected twenty nine articles (Research-to-Practice and Empirical), twenty-eight articles examined at least one or more evidence-based strategies as described by Wong et al., (2015) and Steinbrenner et al., (2020). Implications for future research and practice are briefly discussed. Keywords: autism literature review, autism spectrum disorders (ASD), cognitive factors, reading comprehension literature review\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602834988,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-7.jpg?v=1750463608"},{"product_id":"culturally-and-linguistically-responsive-teaching-a-literature-review","title":"Culturally and Linguistically Responsive Teaching: A Literature Review","description":"\u003cp\u003eAbstract Over 200,000 individuals are studying to be educators in the United States in higher education programs, generally aimed at preparing educators to instruct monolingual, middle-class students (Cochran-Smith et al., 2020; Zhang-Wu, 2021). Coincidentally, in the last 30 years, the United States school system has experienced an 80% increase in students from culturally and linguistically diverse (CLD) backgrounds as English Language Learners (ELL), representing 10% of school enrollment or roughly 5 million students (Faltis \u0026amp; Valdés, 2016; Zhang-Wu, 2021). Despite this growth in student diversity, new educators are unprepared to teach the increasing CLD population (Zhang-Wu, 2021). The existing literature on CLD instruction can be divided into three themes: (a) perception of teaching ELLs, (b) preparation and motivation of educators to teach culturally diverse linguistic students (CLDS), and (c) acceptance of multi-linguistic education. Thus, the researchers sought to conduct a literature review evaluating studies that investigated the effects of educators’ perception, preparation and motivation, and acceptance on the academic outcomes of students from CLD backgrounds. Keywords: Culturally-Linguistically Diverse Backgrounds, Perceptions, Preparation, Motivation, Diversity Acceptance, Culturally Responsive Teaching, Diversity, and English language learners.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602867756,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-8.jpg?v=1750463611"},{"product_id":"inclusion-and-self-determination-for-secondary-students-with-disabilities","title":"Inclusion and Self-Determination for Secondary Students with Disabilities","description":"\u003cp\u003eAbstract Self-determination, which includes abilities and skills people need to act or cause things to happen in their lives (e.g., self-advocacy, choice-making, problem-solving, goal-setting), is critical for people across the life course, including adolescents learning in inclusive classrooms. Although secondary teachers recognize the value of providing students with opportunities and experiences to build self-determination in inclusive contexts, they often are limited in instructional time to promote self-determination directly and consistently. Students with disabilities are even less likely to build self-determination skills due to restrictive learning environments. This scoping review sought to explore the relationship between self-determination instruction and inclusive contexts for secondary students with disabilities. Full inclusion provides all students with access to the general education curriculum and to meaningful and diverse social interactions. Results showed that self-determination instruction and interventions could promote successful inclusion, but that classroom placement alone does not predict students’ levels of self-determination. Keywords: self-determination, inclusion, disability, secondary\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602900524,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-9.jpg?v=1750463614"},{"product_id":"jaasep-fall-2024","title":"JAASEP FALL 2024","description":"\u003cp\u003eTable of Contents Inclusion and Self-Determination for Secondary Students with Disabilities: The Effects of Interventions and Classroom Placement Culturally and Linguistically Responsive Teaching: A Literature ReviewReading Comprehension Instruction for Students with Autism Spectrum Disorder: A Review of the Literature from 2008 to 2020Working Together: Graduate Level Special Education Teacher Recruitment Through a School-University PartnershipExtending Doctoral Degree Opportunities to Nondoctoral School PsychologistsLevels of Telepractice Being Used By Speech-Language Pathologists Before and During the COVID-19 Pandemic in Oklahoma and Texas K-12 SchoolsEvaluating Emergent Bilinguals for Specific Learning Disabilities: Considering Second Language Development and CultureEvaluation of Project Stage of a Gifted Program in Terms of Perceptions regarding Collaborative Problem-Solving Experiences: A Novice-Experienced StudyExploration of the Relationship Between Autism Spectrum Disorder (ASD) and Avoidant\/Restrictive Food Intake Disorder (ARFID): A Literature Review\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602933292,"sku":null,"price":34.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/jaasep-fall-725x925-10.jpg?v=1750463616"},{"product_id":"usingproblem-antecedent-consequences-toimprovesocio-sexualdecision-makingofstudentsonautismspectrum","title":"Using Problem-Antecedent-Consequences to Improve Socio-Sexual Decision-Making of Students on Autism Spectrum","description":"\u003cp\u003eAbstract Sexuality education is an essential part of a comprehensive curriculum for individuals with disabilities as emerging adults. Lack of socio-sexuality education for individuals with disabilities has been linked to limited resources and training for teachers\/personnel, and restrictive attitudes. The present study examined the effectiveness of the Problem-Antecedent-Consequences-Solution (PACS) curriculum to teach socio-sexuality skills for a group of adolescent students on the autism spectrum. Results indicated that four areas of flirting, using the stall, entering the bathroom, and passing gas resulted in significant differences for the participants. The curriculum showed promise for permitting adolescent students on the spectrum access to important socio-sexuality information that might promote self-advocacy skills and protection from abuse. Keywords: Sexuality, socio-sexuality, curriculum, decision making, autism spectrum\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602966060,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-1.jpg?v=1750463619"},{"product_id":"supportingchildrenwhoereidentifiedbyschoolstaffasatriskofexclusionduetodisruptive-classroom-behavior","title":"SupportingChildrenWhoereIdentifiedBySchoolStaffasAtRiskofExclusionDuetoDisruptive Classroom Behavior","description":"\u003cp\u003eAbstractThe positive promotion of social and emotional wellbeing in schools can be seen as a means to lessen the impact of social difficulties and behavioral problems on educational engagement. This study employed a multicomponent, whole school approach to promoting positive social and emotional wellbeing. School personnel identified nine primary Key Stage 2 pupils (ages 8 – 10) who were at risk of exclusion due to their disruptive and aggressive behavior. These pupils attended five maintained primary schools located across England. Following analysis of four baseline data points for stability, the Building Schools of Character (BSC) program was commenced. During this period, classroom observations were conducted weekly over the course of one academic school year. All pupils showed a marked decrease in disruptive behavior and were no longer considered at risk of exclusion by staff. These findings suggest a whole school positive social and emotional development approach can decrease disruptive behavior in the classroom. Keywords: Character Education, Special Educational Needs, Anti-social Behavior, Emotional Wellbeing, Inclusive Practice\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492602998828,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-2.jpg?v=1750463622"},{"product_id":"evaluating-special-educators-knowledge-of-high-leverage-practices-finding-a-high-leverage-rubric","title":"Evaluating Special Educators Knowledge of High Leverage Practices: Finding a High-Leverage Rubric","description":"\u003cp\u003eAbstractSpecial Education teachers are often held to the same accountability standards as general education standards when it comes to effective teaching. This can cause frustration and disconnect between professionals and their job description. A set of research-based, high-leverage practices has been developed to provide special education teachers with guidance as to what makes them an effective teacher. While the use of high-leverage practices has been accepted and implemented into many districts for teacher effectiveness, special educators need more systematic methods for evaluating the effectiveness of their practice using high-leverage practices. The purpose of this study was to create a tool for administrators to use in providing direct, content level guidance related to high-leverage practices. The purpose of this study was to create a tool through the use of the recommended high-leverage practices that can be used to adequately evaluate special educators’ performance in the classroom and the inclusive setting. Keywords: special education, high-leverage practices, rubric, teachers, evaluation\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603031596,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-3.jpg?v=1750463625"},{"product_id":"influenceofresourceavailability-ondisability-inclusion-under-resourced-early-childhood-devel-center","title":"InfluenceofResourceAvailability,onDisability-inclusion,Under-resourced Early Childhood Devel. Center","description":"\u003cp\u003eAbstractThis study analyzed the influence of resource availability on inclusion of children with various disabilities in rural early childhood development centers in Zimbabwe. A qualitative descriptive design utilizing questionnaires and interviews was used to collect data from 36 teachers, 12 school-heads and 24 parents of children with disabilities who were purposefully sampled. Deductive thematic analysis was used to identify themes emerging from open-ended questionnaire items and interviews. The study revealed that disability-friendly commercial resources were unavailable, and this negatively influenced the inclusion of children with disabilities who were unable to freely participate in play activities and so were isolated to a large extent. This is despite widely available indigenous resources that were not utilized as inclusive supports. The study’s findings are utilized to build a case for a heritage-based model of inclusive education.Keywords: disability-inclusion, indigenous resources, rurality, heritage-based inclusive education\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603097132,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-4.jpg?v=1750463628"},{"product_id":"raising-expectations-in-literacy-for-students-with-extensive-support-needs-using-multiliteracies","title":"Raising Expectations in Literacy for Students with Extensive Support Needs Using Multiliteracies","description":"\u003cp\u003eAbstractMultiliteracies provide a unique opportunity to students with extensive support needs (ESN) because they extend literacy practices to include print-based texts along with the visual, audio, gestural, and spatial modes, thereby engaging students in literacy practices and higher-level skills regardless of their fluency in language or learning modality. However, many teachers of students with ESN are not familiar with multiliteracies or how to implement these in their classrooms. This paper provides a framework for implementing multiliteracies in the classroom using the four knowledge processes specified in the pedagogy: experiencing, conceptualizing, analyzing, and applying.Keywords: multiliteracies, extensive support needs, literacy\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603129900,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-5.jpg?v=1750463630"},{"product_id":"teacher-evaluation-professional-development-connection-perspectives-of-special-education-teachers","title":"Teacher Evaluation \u0026 Professional Development Connection: Perspectives of Special Education Teachers","description":"\u003cp\u003eAbstractTeacher evaluation has been closely tied to professional development. In special education, professional development experiences are meant to promote special educator learning and implementation of high leverage practices. Yet, the connection between teacher evaluation outcomes and professional development decisions of special educators is largely unexplored. As part of a larger study that examined perceptions regarding the use of existing evaluation systems to assess their practice, this study explored how special educators perceive received feedback and its connection to their professional development needs and choices. The findings reveal a weak correlation between the feedback received in the evaluation process and its influence on professional development decisions and considerations for special educators. They further suggest a lack of encouragement on special educators’ reflective practices or changes made to their teaching. A positive correlation was identified between perceptions about clarity and feedback received, and professional development decisions. Implications for future research are presented.Keywords: special educators, teacher perceptions, teacher evaluation, professional development, accountability\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603162668,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-6.jpg?v=1750463633"},{"product_id":"parent-involvement-in-sexuality-education-programs-for-individuals-with-developmental-disabilities","title":"Parent Involvement in Sexuality Education Programs for Individuals with Developmental Disabilities:","description":"\u003cp\u003eAbstract People with developmental disabilities (DD) lack access to many aspects of sexuality education and often experience restrictions in romantic relationships. One factor contributing to this lack of access includes parents feeling uncomfortable providing appropriate sexuality education to their children with DD despite being the primary source of this information. To better understand what supports are available to parents, the current thematic review explored the existing literature on sexuality education for individuals with DD that explicitly includes parent involvement. Resulting literature was thematically clustered into four categories (a) parent opinion on curriculum\/program content or delivery; (b) parent participation as a training recipient; (c) parent feedback and post-implementation outcomes, and (d) recommendations from program developers on how to better utilize parents. Current literature highlights how parents can have a meaningful role in the development of sexuality programs, and how individuals with DD can greatly benefit from programs that include parent involvement.Keywords: sexuality education, developmental disability, parents\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603228204,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-7.jpg?v=1750463635"},{"product_id":"wellness-and-resiliency-plans-for-special-educators-throughout-the-covid-19-global-pandemic-beyond","title":"Wellness and Resiliency Plans for Special Educators Throughout the COVID-19 Global Pandemic \u0026 Beyond","description":"\u003cp\u003eAbstractSpecial educators are among the countless professionals adversely impacted by the coronavirus (COVID-19) global pandemic. Before the pandemic, the special education profession was associated with increased occupational stress, anxiety, and job dissatisfaction. As we progress through the first post-pandemic school year, special educators continue to be adversely impacted by occupational demands associated with COVID-19. Here we discussed the basics of stress, the personal and professional implications of stress, and an examination of how to address this critical issue among these valuable professionals. We discussed the importance and development of wellness and resilience plans applied throughout the COVID-19 pandemic and beyond. The stress experienced by special educators is a significant occupational and ethical issue needing attention.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603260972,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-8.jpg?v=1750463637"},{"product_id":"from-knowledge-to-application-effects-of-performance-feedback-and-goal-setting-on-pre-service-teach","title":"From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teach","description":"\u003cp\u003eAbstractTeacher implementation of evidence-based practices (EBPs) is critical for student success, yet a gap remains between research to practice. Two EBPs that specifically promote student engagement and positive behavior are specific praise (BSP) and active student responding (OTR). Unfortunately, many classroom teachers, specifically pre-service teachers, struggle with implementing EBPs. While the caseload demands continue to increase for university field supervisors, educator preparation programs are tasked with finding effective and efficient ways to provide feedback to pre-service teachers. The purpose of this study was to evaluate the effectiveness of written performance feedback and goal setting on increasing evidence-based classroom management practices with special education pre-service teachers. Using a single-case multiple probe design, researchers found that all pre-service teachers increased their rate of BSP and OTR after receiving performance feedback with and without goal setting by email. Results from social validity, limitations, and directions for future research are also discussed.Keywords: Positive behavior supports, classroom management, teacher training, pre-service teachers\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603293740,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-9.jpg?v=1750463641"},{"product_id":"jaasep-spring-summer-2024","title":"JAASEP Spring\/Summer 2024","description":"\u003cp\u003eJournal of the American Academy of Special Education Professionals (JAASEP) Table of Contents From Knowledge to Application: Effects of Performance Feedback and Goal-Setting on Pre-Service Teacher Implementation of Evidence-Based PracticeCaitlin J. Criss, Stephanie M. Devine, and Cynthia C. Massey Wellness and Resiliency Plans for Special Educators Throughout the COVID-19 Global Pandemic and BeyondElizabeth O’Neill Hunter and Elizabeth M. Anderson Hunter Parent Involvement in Sexuality Education Programs for Individuals with Developmental Disabilities: A Thematic ReviewRebecca R. Kammes, Rhonda S. Black, and Emily C. Tucker Teacher Evaluation and the Professional Development Connection: Perspectives of Special Education TeachersZaher M. Kmail and Gordon Brobbey Raising Expectations in Literacy for Students with Extensive Support Needs Using MultiliteraciesSudha V. Krishnan Influence of Resource Availability on Disability-inclusion in Under-resourced Early Childhood Development Centers Esther Musengi 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 BehaviorRobert White Using the Problem-Antecedent-Consequences-Solution Curriculum to Improve Socio-Sexual Decision-Making of Students on the Autism Spectrum Pamela S. Wolfe, Muhammed A. Karal, and Jonte C. Taylor\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603359276,"sku":null,"price":29.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-spring_jaasep-725x925-10.jpg?v=1750463644"},{"product_id":"overview-preparation-for-the-annual-and-triennial-reviews","title":"Overview \u0026 Preparation for the Annual and Triennial Reviews","description":"\u003cp\u003eSection I-Overview of the Annual Review Process Part I-When Does the Annual Review Occur? Part II-How is a Parent Notified of the Meeting? Part III-What Takes Place at an Annual Review Meeting? Part IV-What Rights are Afforded to the Parent under Due Process During the Annual Review? Part V-Who Participates in the Annual Review? Part VI-Is a New IEP Developed at the Annual Review? Part VII-What Might Parents be Asked at the Annual Review? Part VIII-What Happens if the Parent Disagrees with the Recommendations Made at the Annual Review? Part IX-What Suggestions Should be Made for the Parent’s Participation in the Annual Review? Part X-What Record Keeping Ideas Should be Suggested to the Parent(s) During the Annual Review? Section II-What is the Triennial Evaluation? Part I-Overview of the Triennial Process Part II-What Professionals are Involved in the Triennial Evaluation? Part III-How will the Parents find out about the Results of the Triennial Evaluation? Part IV-What Information will the Parent(s) be asked to Provide during the Triennial Evaluation? Part V-What Suggestions Should You Make to Parents About Their Participation in the Triennial Evaluation? Part VI-What Record–Keeping Ideas should be suggested to Parents during the Triennial Evaluation Phase? Section III-Preparing for an Annual Review and a Triennial Review Meeting Part I-Preparation for the Annual Review Meeting: Required Materials Part II-Preparation for the Triennial Review Process as a Special Education Teacher Part III-Parent Notice of Triennial Evaluation Part IV-Statement of Parent’s Rights Part V-Triennial Review: Required Materials\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603392044,"sku":null,"price":9.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/cover-750-overview__preparation_for_the_annual_and_triannial_reviews-cover.png?v=1750463648"},{"product_id":"a-comparison-of-teaching-efficacy-between-parapros-and-sped-teachers-working-with-sped-students","title":"A Comparison of Teaching Efficacy Between Parapros and Sped Teachers Working with Sped Students","description":"\u003cp\u003eAbstractThis study aimed to examine and compare the teaching efficacy of paraprofessionals in the four desired domains identified in prior research about teaching special education : academic instruction, behavioral management, assessment, and professional ethics; and to identify what demographic or background factors predicted paraprofessional efficacy in the four domains. The researchers surveyed 41 paraprofessionals and 18 special education teachers using a scale adapted from the Student Teachers’ Efficacy in Teaching Students With Disabilities (STETSD) scale (Zhang et al., 2018). Two significant main effects were found: efficacy domains and the professional’s role. A significant interaction effect was found when controlling for years of professional experience. Results suggested that (a) on average, paraprofessionals reported lower self-efficacy than special education teachers in all four desired domains, and (b) paraprofessionals perceived lower teaching efficacy in academic instruction and assessment. Keywords: paraprofessionals, special education, teaching efficacy, effectiveness\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603457580,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2024-jaasep_cover-725.jpg?v=1750463651"},{"product_id":"parent-perceptions-of-interactions-with-professionals-that-improve-individualized-education-program","title":"Parent Perceptions of Interactions with Professionals that Improve Individualized Education Program","description":"\u003cp\u003eAbstractEducational professionals (e.g., special educators, general educators, administrators, related service providers) play an important role in promoting engagement with parents during the development of individualized education programs (IEPs). For this study, we conducted semi-structured interviews to evaluate parents’ (n = 16) perceptions of interactions with professionals that improve IEP development. Through a qualitative analysis, we identified the following themes: (a) proactive and transparent communication during planning, (b) welcoming and understandable meetings, (c) compliant and data-driven documentation, (d) effective and individualized services, and (e) development of trust and shared power throughout process. Our findings offer practical suggestions for enhancing parent-professional partnerships and increasing collaboration to improve services for students with disabilities. Keywords: family\/parent involvement, individualized education program, educational decision-making\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603490348,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2024-jaasep_cover-725-1.jpg?v=1750463655"},{"product_id":"initial-perceptions-of-interdisciplinary-prep-program-for-sped-teachers-social-workers","title":"Initial Perceptions of Interdisciplinary Prep Program for SpEd Teachers \u0026 Social Workers","description":"\u003cp\u003eAbstractPedagogical knowledge has been identified as an essential factor for impacting the learning, behavioral, and social emotional outcomes for children with disabilities, particularly students with emotional disturbances (ED). There are many professionals in and out of the school environment who work with children with ED. Oftentimes, these professionals are required to have specialized knowledge and skills. Unfortunately, they acquire these skills and knowledge separate from each other. Therefore, this 5-year interdisciplinary project funded by the U.S. Department of Education, Office of Special Education Programs (USDOE, OSEP) was designed to enhance the skills and knowledge of special education teachers and social workers regarding students with ED. The purpose of this study was to explore participants’ perceptions of interdisciplinary teacher preparation. The study adopted a basic qualitative (i.e., content analysis) design. Each question was analyzed to capture the emerging categories. The results for each question are discussed in detail. Some recommendations for teacher educators and practitioners are provided.Keywords: interdisciplinary, special education, school social work, educator preparation, content analysis, emotional disturbance\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603555884,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2024-jaasep_cover-725-2.jpg?v=1750463657"},{"product_id":"a-rural-community-s-role-and-process-to-secure-work-experiences-for-youth-with-disabilities","title":"A Rural Community's Role and Process to Secure Work Experiences for Youth with Disabilities","description":"\u003cp\u003eAbstract The purpose of this study was to gather the perspectives of community partners regarding the work experiences for youth with disabilities to provide an understanding of (a) the community’s role and (b) how connections in rural communities were formed. This study provided a deeper understanding of the processes that influence the phenomenon of transition to work for rural youth with disabilities. Employing a basic qualitative research design, information was captured regarding community members’ perspectives on their roles and experience partnering with rural schools to transition youth with disabilities to work.Keywords: rural special education, transition to work, youth with disabilities, school-community partnerships\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603588652,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2024-jaasep_cover-725-3.jpg?v=1750463660"},{"product_id":"when-parents-of-children-with-severe-asd-become-their-teachers-unique-cases-from-covid-1-pandemic","title":"When Parents of Children with Severe ASD Become Their Teachers: Unique Cases from COVID-1 Pandemic","description":"\u003cp\u003eAbstractParents of school-aged children experienced an increased responsibility in their child’s education when the COVID-19 pandemic shut schools in March 2020. The sudden school closure was very difficult for students with autism, who need predictability and routine in their daily life. The purpose of this study was to explore the experiences of parents of children with severe autism during the school closure and uncover recommendations to improve distance education for students with autism. The participating parents in this study reported difficulty in adjusting to the abrupt disruption in routine during the COVID-19 pandemic. All parents reported trying a variety of strategies to support their student’s learning during distance education. They all expressed feelings of stress during distance learning and conveyed appreciation for their child’s teacher. Keywords: Autism, COVID, parents, the school closures, case study\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603621420,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2024-jaasep_cover-725-4.jpg?v=1750463662"},{"product_id":"parent-perspectives-of-transition-planning-for-english-learners-with-disabilities","title":"Parent Perspectives of Transition Planning for English Learners with Disabilities","description":"\u003cp\u003eAbstractThe Individuals with Disabilities Education Act emphasizes that students and parents are equal partners in the individualized education program (IEP) process, including planning for transition to postsecondary education, employment, and community living. This is especially important for English learners (ELs) with disabilities, yet little is known about the transition planning meeting experiences of parents of ELs with disabilities. We examined the transition planning experiences of a nationally representative sample of parents of ELs with disabilities and parents of non-ELs with disabilities through an analysis of data from the National Longitudinal Transition Study 2012 (NLTS 2012). Results showed parents of ELs with disabilities were more likely to perceive their children taking a passive role in the IEP transition planning meeting than parents of non-ELs with disabilities. Differences were found in several predictors of parent experiences in IEP transition planning. Recommendations are suggested for transition research and practice for ELs with disabilities.Keywords: Parents, transition planning meeting, ELs with disabilities\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603686956,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2024-jaasep_cover-725-5.jpg?v=1750463664"},{"product_id":"ramping-up-504-professional-development-for-all-types-of-educators-going-beyond-section-504","title":"Ramping Up 504 Professional Development for All Types of Educators: Going Beyond Section 504","description":"\u003cp\u003eAbstractSection 504 has recently been gaining more traction among parents, educators, and government officials as more Individuals with Disabilities Education Act (IDEA) ineligible students become eligible for Section 504. To alleviate Section 504 being a special education responsibility and ramp up the lack of 504 professional development efforts for educators, this study investigated the impact that a free credit-based online 504 course had on the growth of educators and their students eligible for Section 504. An adapted interconnected 504 professional development model is also introduced. A concurrent mixed method design was used for this study. Paired samples t-tests indicated that participants’ posttest scores were statistically higher than pretest scores in both actual 504 knowledge and perceived knowledge, confidence, and usefulness of Section 504 concepts. The results also revealed that the course positively impacted participants’ instructional practices and helped to boost the learning of their students eligible for 504.\u003c\/p\u003e","brand":"NASET","offers":[{"title":"Default Title","offer_id":44492603719724,"sku":null,"price":6.95,"currency_code":"USD","in_stock":true}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/files\/winter_2024-jaasep_cover-725-6.jpg?v=1750463667"}],"thumbnail_url":"\/\/cdn.shopify.com\/s\/files\/1\/0682\/6147\/8444\/collections\/jaasep_secondary_logo.png?v=1757648701","url":"https:\/\/shop.naset.com\/collections\/academic-journals.oembed?page=28","provider":"NASET","version":"1.0","type":"link"}