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Daigneault, Rebecca D.; Borisinkoff, Evan D. – Journal of the American Academy of Special Education Professionals, 2021
Special educators must make cultural proficiency a lifelong journey of personal awareness, cultivation of empathy, and behavioral adjustments to create inclusive environments for students with disabilities who also come from or identify with culturally diverse backgrounds. We discuss strategies for increasing cultural proficiency at the micro…
Descriptors: Special Education Teachers, Cultural Awareness, Teacher Competencies, Student Diversity
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Örnek, Funda; Miranda, Ruben; Orbay, Metin – Journal of the American Academy of Special Education Professionals, 2021
The purpose of this study is to investigate the impact factors of special education journals in indexed in the "Education, Special (ES)" category of the Social Sciences Citation Index (SSCI) (Web of Science, WoS) as well as considering some bibliometric indicators. As an alternative metric of the journal impact factor (JIF), JIF…
Descriptors: Special Education, Educational Research, Journal Articles, Citation Analysis
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Hudson, Melissa E. – Journal of the American Academy of Special Education Professionals, 2021
Preservice undergraduates should acquire many skills in their teacher preparation program that support them as future effective teachers. For special education preservice teachers, one of these important skills is teaching with the constant time delay procedure, an evidence-based practice for teaching learners with moderate or severe disabilities.…
Descriptors: Preservice Teachers, Special Education Teachers, Undergraduate Students, Teaching Methods
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Potter, Karen M.; Keeley, Randa G.; Sherrow, Breanna L. – Journal of the American Academy of Special Education Professionals, 2021
This paper examines special education graduate program retention data in connection with issues identified as affecting retention in higher education. We reviewed archival data for a three-year period to evaluate retention during a time of continual institutional and programmatic change. Descriptive data for four specific graduate strands in the…
Descriptors: Special Education, Graduate Students, Academic Persistence, School Holding Power
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Sparks, Shannon L.; Nam, Sang – Journal of the American Academy of Special Education Professionals, 2021
Individuals with disabilities go through many transitional periods throughout their lifetime, and each series of transitional decision(s) has a direct impact on one's quality of life. Educators and families want to see young adults experience a quality of life with opportunities to have independence, a job where they receive a paycheck, and a life…
Descriptors: Quality of Life, COVID-19, Pandemics, Disabilities
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Fells, Kayla Y. – Journal of the American Academy of Special Education Professionals, 2021
Lack of verbal communication between General and Special Educators is hindering co-teaching implementation in the classroom. The purpose of this study was to investigate the role verbal communication has in educator collaboration and ways to improve co-teaching practice. Four high school General Educators were surveyed over their opinions on…
Descriptors: Interpersonal Communication, Interprofessional Relationship, Teacher Collaboration, Team Teaching
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Romano, Shannon B.; Hester, Olivia R.; Rollins, Lauren H.; Schumacker, Randall E. – Journal of the American Academy of Special Education Professionals, 2021
Empirical research has identified many factors that contribute to feelings of burnout among special education teachers. Few studies, however, have examined the influence of varying responsibilities on burnout among special education teachers. The "Maslach Burnout Inventory Educator Survey" was distributed to a sample of special education…
Descriptors: Teacher Placement, Teacher Burnout, Special Education Teachers, Teaching Conditions
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McGrath, Allison L.; Tejero Hughes, Marie – Journal of the American Academy of Special Education Professionals, 2021
Most students with disabilities in the United States receive science instruction in general education classrooms; however, little is known about the academic success for students with learning disabilities (LD) in these classes. This case study takes place in an inclusive science classroom that used an inquiry approach to learning science and…
Descriptors: Students with Disabilities, Learning Disabilities, Science Education, Student Needs
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Kliemann, Karin R.; Boesch, Miriam C.; Lindo, Endia J. – Journal of the American Academy of Special Education Professionals, 2021
Students with an autism spectrum disorder (ASD) are being educated in general education content classrooms that use lessons directed to whole groups of students which limit use of visually presented material. For some students with ASD, having limited visual support hinders their abilities to process and comprehend material. Research shows…
Descriptors: Autism, Pervasive Developmental Disorders, Instructional Materials, Visual Aids
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Vozza, Nicole – Journal of the American Academy of Special Education Professionals, 2021
All too often fluency is a neglected component to reading instruction and the curriculum, even though there is research supporting the fact that fluency builds comprehension and is a strong predictor of future academic achievements in the classroom. This study was designed to test the validity of using research based fluency strategies in the…
Descriptors: Reading Fluency, Reading Strategies, Reading Instruction, Small Group Instruction
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George, Suja M.; Soemali, Tamara – Journal of the American Academy of Special Education Professionals, 2020
Teaching toilet training skills to children with autism spectrum disorder (ASD) can be challenging. Many techniques use Azrin and Foxx's Rapid Toilet Training method (RTT). However, some children with ASD find the first RTT step of entering the bathroom or restroom to be challenging due to the relatively loud sound of the toilet flushing. Although…
Descriptors: Toilet Training, Autism, Pervasive Developmental Disorders, Hygiene
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Feathers, Karen H.; Schadler, Deborah E. – Journal of the American Academy of Special Education Professionals, 2020
This mixed-methods study analyzed data collected from a higher education pilot program intended to foster preparation for greater independence with students with intellectual disabilities (ID). Pearson's Quality of Life Inventory (QOLI) (Frisch, 1994) was administered to five program participants with high functioning intellectual disabilities…
Descriptors: College Students, Students with Disabilities, Intellectual Disability, Transitional Programs
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Clavenna-Deane, Beth; Pearson, Mary; Hansen, Blake – Journal of the American Academy of Special Education Professionals, 2020
This study evaluated the effectiveness of a social communication intervention for improving the social skills and employability of four adolescents with Autism Spectrum Disorders (ASD). A multiple baseline across participants design was used to investigate the effectiveness of social communication skill development on equitable exchange in social…
Descriptors: Autism, Pervasive Developmental Disorders, Interpersonal Communication, Communication Skills
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Robinson, Jason; Mueller, Tracy Gershwin – Journal of the American Academy of Special Education Professionals, 2020
The Individuals with Disabilities Education Act (IDEA) mandates parents' participation as a necessary component of providing an appropriate education to students with disabilities. Despite these guidelines, parents report challenges with joining and contributing to the individualized education program (IEP) team as equal and valuable educational…
Descriptors: Parent Attitudes, Individualized Transition Plans, Students with Disabilities, Intellectual Disability
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Dube, Heather; Sarette, Sarah – Journal of the American Academy of Special Education Professionals, 2020
Providing the support that children need to build cognitive skills (i.e. working memory and processing speed) has come to the forefront for special educators today. This study investigated how fourth-grade students within an experimental classroom (N=14) and special education students within a small group setting (N=9) improved their working…
Descriptors: Cognitive Development, Short Term Memory, Child Development, Special Education
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