Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Special education and trauma: Are we correctly identifying our students?

DOI
https://doi.org/10.64546/jaasep.586
Abstract
The number of students who have experienced trauma is impacting education in greater numbers. This trauma manifests as behavioral or academic issues that result in the students being placed in a special education setting. However, special education classrooms may not be the correct setting for these students. The needs of trauma students are in some cases very similar to those in special education, however, research shows that there are additional needs that today’s teachers are ill-prepared to address in the traditional special education classroom setting. This pilot study examines the knowledge of special education teachers and how the identification of trauma students as special education students impacts their daily teaching. As a result of this pilot study, it is evident that more research is needed to determine the best course of action for students identified as having trauma and how to help them succeed in a classroom setting.
Keywords
trauma, special education, professional development, behavior
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How to Cite
Bagley, G. A. (2025). Special education and trauma: Are we correctly identifying our students?. Journal of the American Academy of Special Education Professionals, 20(3), 13-21. https://doi.org/10.64546/jaasep.586
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  • Submitted July 26, 2025
  • Published June 15, 2025
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