Most students with autism engage in the general education (GE) setting for a majority of the school day. Though there are standards to identify the expectations for educating students with autism in the inclusive classroom, GE teachers and paraeducators report limited knowledge and self-efficacy in supporting students with autism, and both…

Enhancing all students' academic performance continues to be a national priority, and although achievement gains have been made overtime, shortfalls in mathematics learning for students with disabilities (SWD) remain. Research reveals that a substantial portion of the variability in students' mathematics achievement gains is due to the teacher. To…