Journal of the American Academy of Special Education Professionals
JAASEP is an online peer reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice.
National Association of Special Education Teachers (NASET)
Retaining special education teachers in a rural Southern United States school district
Rural school districts across the United States need help to recruit and retain special education teachers. This study presents findings based on special education teachers’ experiences teaching within one rural Southern United States school district. This instrumental single case study investigates the factors that encourage special education teachers to remain in their current position within a rural Southern United States school district. Qualitative data is analyzed from 11 participants: nine current special educators, one special education director, and one retired special education teacher. All participants are from one rural Southern United States school district to gain insight from their experiences and perspectives. Significant findings include factors that positively influence the retention of special education teachers within one rural Southern United States school district: the small scale of the district, administration support, student rapport, positive school culture, extended family living in the local area, and the supportive culture of the rural community.
rural school district teacher recruitment
Special education and trauma: Are we correctly identifying our students?
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.
Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study
There have been increases in the culturally and linguistically diverse (CLD) student population over the last two decades; however, these changes have not been realized in the diversification of educators in the field. This sequential explanatory mixed methods study examined preservice special education teachers’ (N = 54) culturally responsive self-efficacy beliefs and the factors and experiences that influenced their self-efficacy through semi-structured interviews (n = 8). This study sought to extend the work of Siwatu (2011a) by administering the culturally responsive teaching self-efficacy (CRTSE) scale and modifying it to include the language of disability (Chu & Garcia, 2014). Results indicate special education preservice teachers have moderately high CRTSE for teaching CLD learners with disabilities. Differences and commonalities between high and low self-efficacy groups are discussed.
Special education and AAC devices: Teachers’ perspectives on training needs and support
This study investigates special education teachers’ perceptions of the effectiveness of support and training received while working with Augmentative and Alternative Communication (AAC) device users. The research evaluates important components of AAC implementation, such as the range of support available, quality of training programs, degrees of adaptation, and levels of inter-professional support from a teacher’s perspective. The conclusions drawn from this study indicate a need for continuous professional development, which necessitates personalized, individual training approaches and interdisciplinary collaboration to enhance the use of AAC devices. The study also confirms that individualized training is crucial in meeting the unique requirements of AAC users and special education teachers. These findings are meaningful in understanding AAC device use in special education classes, leading to appropriate interventions and improved communication outcomes among individuals using low- and high-tech devices.
augmentative and alternative communication
The lived experiences of teachers working with young students with autism
In the last 5 years, teachers have reported challenging experiences while educating young children with autism spectrum disorder (ASD) as the diagnostic numbers have increased from one in 60 in 2019 to one in 33 in 2021, impacting the classroom ratios and social dynamics (Artigas-Pallarès & Paula, 2020; Maenner et al., 2020; Rosen et al., 2021). The increase in the prevalence of ASD diagnosis is impactful, specifically for teachers educating these students in the classroom. Educational psychology and ASD research highlights the issues students with ASD have during the school day, struggling with social skills, social communication, and social exchanges with their peers and teachers (Baron-Cohen, 1988, 2006, 2017; Silverman, 2015; Simó-Pinatella et al., 2021). This trend made a study regarding teachers’ lived experiences (i.e., social interactions) essential for informing professional development content for special education teachers working with students with ASD (Baron-Cohen, 1988, 2001, 2006, 2017; Josilowski, 2019; Silverman, 2015). This transcendental phenomenological study, using constructivist research questions, captured teachers’ lived experiences of social activities with students with ASD. Educational psychologists, educators, and professionals in the ASD field will benefit from better understanding of the lived experiences, specific knowledge about teacher-student social interactions to inform training practices, and detailed evidence to enhance professional development.
Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities
Latinx students with learning disabilities (LD) possess inherent strengths and bring valuable contributions to math learning, yet teachers often view them through a deficit-oriented lens. These students frequently experience limited opportunities to participate in math learning beyond learning procedures. This limiting exposure to math learning can adversely affect their self-perception as competent math learners. In this study, we administered surveys to general education (GE) middle school math teachers. Subsequently, we interviewed a subset to delve deeper into their perceptions, practices, and confidence in teaching this population. Our research yielded three main insights: (a) While teachers typically endorsed the inclusion of these students in GE math settings and recognized their potential for math achievement, there was also a sentiment that students lacked foundational knowledge and motivation; (b) the teaching methodologies employed reflected these beliefs; and (c) teachers expressed confidence in their ability to instruct Latinx students with disabilities effectively.
Perceptions of creative self-efficacy of students with Learning Disabilities
Creative self-efficacy, a subcomponent of creativity, is the belief in one’s ability to be creative. It is a necessary construct for a well-developed sense of creativity. With creativity being a vital skill cited by employers for employees to be prepared for 21st century careers, it is necessary to research creative self-efficacy early on and with all students. Limited research regarding students with learning disabilities and creativity, creative thinking, and creative self-efficacy exists. Because higher creativity is necessary for greater positive post-secondary outcomes, research in creative self-efficacy is needed. This study examined the perceptions of creative self-efficacy of students in the third, fourth, and fifth grades (n=495). A comparison between students with learning disabilities and their peers in general education and peers with gifts and talents was made. Results indicate similar perceptions of creative self-efficacy amongst students with learning disabilities and students in general education. However, a significant difference was indicated between students with learning disabilities and students with gifts and talents.
IEP quality in focus: legal, research, and practical perspectives
Individualized Education Programs (IEPs) are crucial for the educational planning and service provision for students with disabilities (SWDs) in special education. Within the IEP, the Present Level of Academic Achievement and Functional Performance (PLAAFP) statement forms the basis for developing goals and interventions. Despite its importance, there is limited empirical research on the quality and consistency of PLAAFP statements. In this paper, we underscore the necessity of evaluating IEP and PLAAFP quality, tracing the evolution of special education laws and their impact on the academic and functional expectations for the individual progress of each SWD. By examining various IEP assessment rubrics and psychometric considerations, we highlight the relationship between IEP quality and student outcomes, as well as its implications for teacher preparation and retention amidst special education teacher shortages. With our findings, we advocate for further investigation into IEP quality to enhance outcomes for both SWDs and educators.
Effectiveness of a peer-mediated intervention on writing skills for students with autism
The current study aimed to investigate the effectiveness of a Peer-Mediated Intervention (PMI) on writing skills for students with autism spectrum disorder (ASD) in the inclusive classroom. The participants in this study were two seventh-grade students, one neurotypical student who acted as a tutor and has achieved high academic outcomes in the area of writing, the other participant is the tutee, who had been diagnosed with autism spectrum disorder (ASD) and struggled with development of writing skills. The study utilized multiple-baseline design across behaviors to identify the effectiveness of a PMI on writing skills for the student with ASD in three areas of writing skills (i.e., subject-verb agreement, capitalization/spelling, punctuation). The results of the present study showed that PMI yielded significant improvements in academic achievement for the target student. This study suggests that further studies replicate the current study with an intensive focus on other academic skills, such as reading comprehension and mathematics.
Current challenges and practices in co-teaching in K-12 school
The inclusive classroom has become an increasingly popular classroom model but is not consistently implemented in schools. This paper seeks to find which collaborative teaching practices are commonly used in K-12 schools today, how teachers perceive the effectiveness of co-teaching methods, how teachers are prepared for co-teaching and their perception of the effectiveness of their training, the current challenges of co-teaching, and how those challenges are resolved. To achieve this, a survey was conducted amongst 54 anonymous and voluntary participants to compare the perceptions and experiences of those currently co-teaching with varying years of teaching and co-teaching experience. The results show that most teachers enjoy co-teaching and collaborating with their co-teaching partners, but the most common challenge of co-teaching is finding time to meet and plan. Similarly, most are not adequately prepared for pre-service or in-service teaching training, leading many to use ineffective co-teaching practices.
Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
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.
Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload
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 0.983, 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.
From Research to Practice: The Creation and Implementation of Activity Schedules for Students with Autism Spectrum Disorders
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.
A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
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.
Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols
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.
Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study
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 preservice 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.
Modeling Co-Teaching for Collaborative Proficiency
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.
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
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.
Teachers’ Perceptions of the Effects of Remote Learning
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.
Completing College: Antecedents of Success in Post-secondary Education for Students with Disabilities
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.
The Best Kept Secret: Readability and Accessibility of IEPs
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.
Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Belonging
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.
Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals
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.
Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
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.
Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers
This research examined the impact of the COVID-19 pandemic on rural special education teachers and their resilience. Special education teachers face unique challenges in supporting students with diverse learning needs, and the pandemic has exacerbated these difficulties. The study focused on rural special education teachers in Nebraska and investigated their resilience and the main stressors they encountered. Preliminary findings indicated that these teachers have shown commendable levels of strength despite the challenges. However, they reported feeling less resilient when faced with discouragement from failure. Understanding the resilience and stressors experienced by rural special education teachers can inform targeted interventions and support systems to enhance their well-being and effectiveness. The study contributed to the existing literature on teacher well-being and provides valuable knowledge for policymakers, administrators, and stakeholders in special education.
Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia
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.
An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey: An Autoethnographic Case Study
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.
Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students?
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 ([rho]). 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.
Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica
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.
Exploration of the Relationship Between Autism Spectrum Disorder (ASD) and Avoidant/Restrictive Food Intake Disorder (ARFID): A Literature Review
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.