Journal of the American Academy of Special Education Professionals
type: channel
description: JAASEP is an online peer reviewed journal committed to advancing the professional development of special education professionals through research, policy, and practice.
publisher: National Association of Special Education Teachers (NASET)
language: en
publication name: Journal of the American Academy of Special Education Professionals
issn: 2325-7466
items: Retaining special education teachers in a rural Southern United States school district
items: Special education and trauma: Are we correctly identifying our students?
items: Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study
items: Special education and AAC devices: Teachers’ perspectives on training needs and support
items: The lived experiences of teachers working with young students with autism
items: Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities
items: Perceptions of creative self-efficacy of students with Learning Disabilities
items: IEP quality in focus: legal, research, and practical perspectives
items: Effectiveness of a peer-mediated intervention on writing skills for students with autism
items: Current challenges and practices in co-teaching in K-12 school
items: Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
items: Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload
items: From Research to Practice: The Creation and Implementation of Activity Schedules for Students with Autism Spectrum Disorders
items: A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
items: Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols
items: Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study
items: Modeling Co-Teaching for Collaborative Proficiency
items: 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
items: Teachers’ Perceptions of the Effects of Remote Learning
items: Completing College: Antecedents of Success in Post-secondary Education for Students with Disabilities
items: The Best Kept Secret: Readability and Accessibility of IEPs
items: Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Belonging
items: Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals
items: Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
items: Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers
items: Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia
items: An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey: An Autoethnographic Case Study
items: Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students?
items: Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica
items: Exploration of the Relationship Between Autism Spectrum Disorder (ASD) and Avoidant/Restrictive Food Intake Disorder (ARFID): A Literature Review

Retaining special education teachers in a rural Southern United States school district
type: item
description: 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.
subject: Articles
  topic: section
subject: special education teacher retention
  topic: keywords
subject: rural school district teacher recruitment
  topic: keywords
creator: Eric R. Gotte
creator: Jessie S. King
creator: Karen Farley
creator: Paula Rose-Greer
creator: Annette R. Hux
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 37
ending page: 56
doi: 10.64546/jaasep.588

Special education and trauma: Are we correctly identifying our students?
type: item
description: 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.
subject: Articles
  topic: section
subject: trauma
  topic: keywords
subject: special education
  topic: keywords
subject: professional development
  topic: keywords
subject: behavior
  topic: keywords
creator: Gretchen A. Bagley
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 13
ending page: 21
doi: 10.64546/jaasep.586

Understanding preservice special education teachers’ culturally responsive self-efficacy: A mixed methods study
type: item
description: 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.
subject: Articles
  topic: section
subject: preservice teachers
  topic: keywords
subject: special education
  topic: keywords
subject: culturally responsive
  topic: keywords
subject: culturally and linguistically diverse
  topic: keywords
subject: self-efficacy
  topic: keywords
subject: teacher education programs
  topic: keywords
subject: mixed methods
  topic: keywords
creator: Krystal Lewis-Pratl
creator: Yojanna Cuenca-Carlino
creator: Tara Kaczorowski
creator: Mark Zablocki
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 117
ending page: 135
doi: 10.64546/jaasep.592

Special education and AAC devices: Teachers’ perspectives on training needs and support
type: item
description: 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.
subject: Articles
  topic: section
subject: augmentative and alternative communication
  topic: keywords
subject: functional communication
  topic: keywords
subject: special education
  topic: keywords
subject: teacher training
  topic: keywords
creator: Mark E. Wildmon
creator: Jamie Moss
creator: Mattie Williams
creator: MacKenzie D. Sidwell
creator: Julie C. Herbstrith
creator: Kasee K. Stratton
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 147
ending page: 161
doi: 10.64546/jaasep.594

The lived experiences of teachers working with young students with autism
type: item
description: 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.
subject: Articles
  topic: section
subject: autism spectrum disorder
  topic: keywords
subject: constructivism
  topic: keywords
subject: teacher-student relationship
  topic: keywords
subject: social interaction
  topic: keywords
subject: special education
  topic: keywords
creator: Suzy Lea Juarez
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 100
ending page: 116
doi: 10.64546/jaasep.591

Math teachers’ perceptions, practices, and self-efficacy related to supporting Latinx students with learning disabilities
type: item
description: 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.
subject: Articles
  topic: section
subject: special education
  topic: keywords
subject: disability
  topic: keywords
subject: Latino
  topic: keywords
subject: Hispanic
  topic: keywords
subject: teacher education
  topic: keywords
creator: Geraldo Tobon
creator: Marie T. Hughes
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 79
ending page: 99
doi: 10.64546/jaasep.590

Perceptions of creative self-efficacy of students with Learning Disabilities
type: item
description: 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.
subject: Articles
  topic: section
subject: creative self-efficacy
  topic: keywords
subject: learning disabilities
  topic: keywords
subject: creativity
  topic: keywords
subject: 21st century
  topic: keywords
subject: creative thinking
  topic: keywords
creator: Jennifer E. Smith
creator: Tracy G. Spies
creator: Kyle Higgins
creator: Monica R. Brown
creator: Joseph J. Morgan
creator: Randal K. Boone
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 136
ending page: 146
doi: 10.64546/jaasep.593

IEP quality in focus: legal, research, and practical perspectives
type: item
description: 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.
subject: Articles
  topic: section
subject: Individualized Education Plan (IEP)
  topic: keywords
subject: Special Education
  topic: keywords
subject: Education Policy
  topic: keywords
subject: Progress Monitoring
  topic: keywords
creator: Christopher M. Claude
creator: Sarah A. Nagro
creator: Frederick J. Brigham
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 22
ending page: 36
doi: 10.64546/jaasep.587

Effectiveness of a peer-mediated intervention on writing skills for students with autism
type: item
description: 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.
subject: Articles
  topic: section
subject: autism spectrum disorder
  topic: keywords
subject: inclusive education
  topic: keywords
subject: peer tutoring
  topic: keywords
subject: writing skills
  topic: keywords
subject: multiple-baseline design
  topic: keywords
creator: Siddiq Ahmed
creator: Mohammed Al Jaffal
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 1
ending page: 12
doi: 10.64546/jaasep.585

Current challenges and practices in co-teaching in K-12 school
type: item
description: 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.
subject: Articles
  topic: section
subject: Co-teaching
  topic: keywords
subject: inclusive classrooms
  topic: keywords
subject: teacher preparation
  topic: keywords
creator: Sarah Horne
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 57
ending page: 78
doi: 10.64546/jaasep.589

Precorrection for Youth with EBD in Alternative Education Settings: Implementation Suggestions
type: item
description: 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.
subject: Articles
  topic: section
subject: Behavior Disorders
  topic: keywords
subject: Behavior Modification
  topic: keywords
subject: Emotional Disturbances
  topic: keywords
subject: Environmental Influences
  topic: keywords
subject: Expectation
  topic: keywords
subject: Experience
  topic: keywords
creator: Ashley S. Virgin
creator: Kristine Jolivette
creator: Sara Sanders
creator: Robin Parks Ennis
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 205
ending page: 217
doi: 10.64546/jaasep.584

Initial Validation Study of a Scale for Itinerant Vision Professionals to Determine Workload
type: item
description: 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.
subject: Articles
  topic: section
subject: Faculty Workload
  topic: keywords
subject: Itinerant Teachers
  topic: keywords
subject: Measures (Individuals)
  topic: keywords
subject: Specialists
  topic: keywords
subject: Students with Disabilities
  topic: keywords
subject: Test Reliability
  topic: keywords
creator: Rona L. Pogrund
creator: Beth Jones
creator: Maria Carlson
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 161
ending page: 174
doi: 10.64546/jaasep.581

From Research to Practice: The Creation and Implementation of Activity Schedules for Students with Autism Spectrum Disorders
type: item
description: 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.
subject: Articles
  topic: section
subject: Activities
  topic: keywords
subject: Autism Spectrum Disorders
  topic: keywords
subject: Behavior Modification
  topic: keywords
subject: Cues
  topic: keywords
subject: Intervention
  topic: keywords
subject: Prompting
  topic: keywords
creator: Lisa Swindull
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 191
ending page: 204
doi: 10.64546/jaasep.583

A Descriptive Study of Special Educator Student Teachers Using Assistive Technology
type: item
description: 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.
subject: Articles
  topic: section
subject: Assistive Technology
  topic: keywords
subject: Best Practices
  topic: keywords
subject: Constructivism (Learning)
  topic: keywords
subject: Elementary Secondary Education
  topic: keywords
subject: Graduate Students
  topic: keywords
subject: Literacy Education
  topic: keywords
creator: Tara Mason
creator: Kimberly Yadon
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 139
ending page: 160
doi: 10.64546/jaasep.580

Effectiveness of Using Telehealth to Increase Parent Skill Acquisition and Implementation of Behavioral Protocols
type: item
description: 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.
subject: Articles
  topic: section
subject: Applied Behavior Analysis
  topic: keywords
subject: Autism Spectrum Disorders
  topic: keywords
subject: Behavior Modification
  topic: keywords
subject: Children
  topic: keywords
subject: Compliance (Psychology)
  topic: keywords
subject: Distance Education
  topic: keywords
creator: Kathleen Quinn
creator: Karrie Lindeman
creator: Faye Wakenfeld
creator: Kayla Finuf
creator: Nancy LoPrete
creator: Emily Burkert
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 119
ending page: 138
doi: 10.64546/jaasep.579

Supporting Pre-service Teacher Pedagogical Development with Mursion and Video Analysis: A Pilot Study
type: item
description: 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.
subject: Articles
  topic: section
subject: Computer Simulation
  topic: keywords
subject: Educational Technology
  topic: keywords
subject: Preservice Teacher Education
  topic: keywords
subject: Preservice Teachers
  topic: keywords
subject: Self Efficacy
  topic: keywords
subject: Skill Development
  topic: keywords
creator: Randa G. Keeley
creator: Maria B. Peterson-Ahmad
creator: Schuyler Beecher
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 106
ending page: 118
doi: 10.64546/jaasep.578

Modeling Co-Teaching for Collaborative Proficiency
type: item
description: 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.
subject: Articles
  topic: section
subject: Elementary Education
  topic: keywords
subject: Mathematics Education
  topic: keywords
subject: Methods Courses
  topic: keywords
subject: Modeling (Psychology)
  topic: keywords
subject: Preservice Teacher Education
  topic: keywords
subject: Preservice Teachers
  topic: keywords
creator: Todd Johnson
creator: Kelly O. Byrd
creator: Elizabeth Allison
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 88
ending page: 105
doi: 10.64546/jaasep.577

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
type: item
description: 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.
subject: Articles
  topic: section
subject: At Risk Students
  topic: keywords
subject: Behavior Disorders
  topic: keywords
subject: Civil Rights Legislation
  topic: keywords
subject: Competence
  topic: keywords
subject: Court Litigation
  topic: keywords
subject: Discipline
  topic: keywords
creator: Kristina E. Ingles
creator: Heather M. Dulas
creator: Humberto Peña Jr
creator: Sarah Nichols
creator: Elliott McFarlane
creator: Megan Benzel
creator: Lisa Bowman-Perrott
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 53
ending page: 87
doi: 10.64546/jaasep.576

Teachers’ Perceptions of the Effects of Remote Learning
type: item
description: 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.
subject: Articles
  topic: section
subject: Barriers
  topic: keywords
subject: COVID-19
  topic: keywords
subject: Curriculum
  topic: keywords
subject: Distance Education
  topic: keywords
subject: Educational Practices
  topic: keywords
subject: Elementary Secondary Education
  topic: keywords
creator: Marissa Cordaro
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 29
ending page: 52
doi: 10.64546/jaasep.575

Completing College: Antecedents of Success in Post-secondary Education for Students with Disabilities
type: item
description: 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.
subject: Articles
  topic: section
subject: Academic Achievement
  topic: keywords
subject: Academic Persistence
  topic: keywords
subject: Aspiration
  topic: keywords
subject: College Students
  topic: keywords
subject: Courses
  topic: keywords
subject: Extracurricular Activities
  topic: keywords
creator: Edwin O. Achola
creator: James Ingram
rights: Copyright (c)
date: 2025-06-15
publication date: 2025-06-15
starting page: 8
ending page: 28
doi: 10.64546/jaasep.574

The Best Kept Secret: Readability and Accessibility of IEPs
type: item
description: 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.
subject: Articles
  topic: section
subject: Academic Language
  topic: keywords
subject: Access to Information
  topic: keywords
subject: Child Advocacy
  topic: keywords
subject: Educational Legislation
  topic: keywords
subject: Equal Education
  topic: keywords
subject: Federal Legislation
  topic: keywords
creator: Kathleen G. Winterman
creator: Clarissa E. Rosas
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 130
ending page: 140
doi: 10.64546/jaasep.573

Perspectives of Youth with Disabilities on Restorative Practice (RP) Circle Engagement and School Belonging
type: item
description: 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.
subject: Articles
  topic: section
subject: Classroom Environment
  topic: keywords
subject: Discipline
  topic: keywords
subject: Elementary Secondary Education
  topic: keywords
subject: Equal Education
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Individualized Education Programs
  topic: keywords
creator: Colby T. Kervick
creator: Bernice R. Garnett
creator: Amanda Davis Simpfenderfer
creator: Mika Moore
creator: Lance C. Smith
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 97
ending page: 118
doi: 10.64546/jaasep.571

Improving Transitions from Early Intervention (EI) to School: Strategies to Decrease Caregiver Stress and Increase Collaboration Between Families and School Professionals
type: item
description: 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.
subject: Articles
  topic: section
subject: Anxiety
  topic: keywords
subject: Caregiver Attitudes
  topic: keywords
subject: Child Caregivers
  topic: keywords
subject: Early Intervention
  topic: keywords
subject: Educational Legislation
  topic: keywords
subject: Equal Education
  topic: keywords
creator: Kristina Rios
creator: Molly Buren
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 119
ending page: 129
doi: 10.64546/jaasep.572

Issues and Insights in Determining Special Education Eligibility for Traumatic Brain Injury
type: item
description: 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.
subject: Articles
  topic: section
subject: Adolescents
  topic: keywords
subject: Barriers
  topic: keywords
subject: Children
  topic: keywords
subject: Educational Legislation
  topic: keywords
subject: Educational Policy
  topic: keywords
subject: Eligibility
  topic: keywords
creator: Susan C. Davies
creator: Melissa A. McCart
creator: Rollen C. Fowler
creator: Sara Timms
creator: Brenda L. Eagan-Johnson
creator: Jennifer P. Lundine
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 72
ending page: 86
doi: 10.64546/jaasep.569

Resilience and Stressors: Examining Impact of COVID-19 on Rural Special Education Teachers
type: item
description: 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.
subject: Articles
  topic: section
subject: COVID-19
  topic: keywords
subject: Elementary Secondary Education
  topic: keywords
subject: Mental Health
  topic: keywords
subject: Pandemics
  topic: keywords
subject: Resilience (Psychology)
  topic: keywords
subject: Rural Schools
  topic: keywords
creator: Christine Fisher
creator: Alice Cahill
creator: Elizabeth Yungdahl
creator: Graciella Lopez
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 87
ending page: 96
doi: 10.64546/jaasep.570

Exploring the Departure Narratives of Special Education Inclusion Teachers in Central Georgia
type: item
description: 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.
subject: Articles
  topic: section
subject: Career Change
  topic: keywords
subject: Economic Factors
  topic: keywords
subject: Elementary School Teachers
  topic: keywords
subject: Faculty Development
  topic: keywords
subject: Faculty Mobility
  topic: keywords
subject: Faculty Workload
  topic: keywords
creator: Justin P. Schanck
creator: Michael J. Bochenko
creator: Herbert R. Fiester
creator: Kathy D. Nobles
creator: Elaine K. Reichert
creator: Kelly C. Dreger
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 55
ending page: 71
doi: 10.64546/jaasep.568

An Exploration of Culturally and Linguistically Diverse Scholars’ Doctoral Journey: An Autoethnographic Case Study
type: item
description: 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.
subject: Articles
  topic: section
subject: African American Students
  topic: keywords
subject: American Indian Students
  topic: keywords
subject: Cultural Capital
  topic: keywords
subject: Doctoral Students
  topic: keywords
subject: Financial Support
  topic: keywords
subject: First Generation College Students
  topic: keywords
creator: Develyn Biagas
creator: Adriana Frates
creator: Candi Running Bear
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 37
ending page: 54
doi: 10.64546/jaasep.567

Do Analytical Thinking and Creativity Differ Between Gifted and Non-Gifted Students?
type: item
description: 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.
subject: Articles
  topic: section
subject: Academically Gifted
  topic: keywords
subject: Comparative Testing
  topic: keywords
subject: Creativity
  topic: keywords
subject: Foreign Countries
  topic: keywords
subject: High School Students
  topic: keywords
subject: Intelligence
  topic: keywords
creator: Sümeyye Arkan
creator: Mustafa Serdar Köksal
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 23
ending page: 36
doi: 10.64546/jaasep.566

Stakeholders’ Experiences with Shadow Aides in an Inclusive School in Jamaica
type: item
description: 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.
subject: Articles
  topic: section
subject: Administrator Attitudes
  topic: keywords
subject: Competence
  topic: keywords
subject: Experience
  topic: keywords
subject: Foreign Countries
  topic: keywords
subject: Inclusion
  topic: keywords
subject: Parent Attitudes
  topic: keywords
creator: Kishi Anderson Leachman
rights: Copyright (c)
date: 2025-02-15
publication date: 2025-02-15
starting page: 8
ending page: 22
doi: 10.64546/jaasep.565

Exploration of the Relationship Between Autism Spectrum Disorder (ASD) and Avoidant/Restrictive Food Intake Disorder (ARFID): A Literature Review
type: item
description: 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.
subject: Articles
  topic: section
subject: Autism Spectrum Disorders
  topic: keywords
subject: Behavior Modification
  topic: keywords
subject: Children
  topic: keywords
subject: Comorbidity
  topic: keywords
subject: Consultation Programs
  topic: keywords
subject: Eating Disorders
  topic: keywords
creator: Katelyn Edwards
creator: Vicky G. Spencer
rights: Copyright (c)
date: 2024-10-15
publication date: 2024-10-15
starting page: 152
ending page: 161
doi: 10.64546/jaasep.564