research articles in special education

Articles on Special education

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Navigating special education labels is complex, and it matters for education equity

Laura Perez Gonzalez , Toronto Metropolitan University ; Henry Parada , Toronto Metropolitan University , and Veronica Escobar Olivo , Toronto Metropolitan University

Schools have a long way to go to offer equitable learning opportunities, especially in French immersion

Diana Burchell , University of Toronto ; Becky Xi Chen , University of Toronto ; Elizabeth Kay-Raining Bird , Dalhousie University , and Roksana Dobrin-De Grace , Toronto Metropolitan University

Daily report cards can decrease disruptions for children with ADHD

Gregory Fabiano , Florida International University

Achieving full inclusion in schools: Lessons from New Brunswick

Melissa Dockrill Garrett , University of New Brunswick and Andrea Garner , University of New Brunswick

Pandemic shut down many special education services – how parents can help their kids catch up

Mitchell Yell , University of South Carolina

Police response to 5-year -old boy who left school was problematic from the start

Elizabeth K. Anthony , Arizona State University

Decades after special education law and key ruling, updates still languish

Charles J. Russo , University of Dayton

ADHD: Medication alone doesn’t improve classroom learning for children – new research

William E. Pelham Jr. , Florida International University

Students of color in special education are less likely to get the help they need – here are 3 ways teachers can do better

Mildred Boveda , Penn State

Students with disabilities are not getting help to address lost opportunities

John McKenna , UMass Lowell

5 tips to help preschoolers with special needs during the pandemic

Michele L. Stites , University of Maryland, Baltimore County and Susan Sonnenschein , University of Maryland, Baltimore County

Children on individual education plans: What parents need to know, and 4 questions they should ask

Tori Trajanovski , York University, Canada

3 ways music educators can help students with autism develop their emotions

Dawn R. Mitchell White , University of South Florida

‘Generation C’: Why investing in early childhood is critical after  COVID-19

David Philpott , Memorial University of Newfoundland

Federal spending covers only 8% of public school budgets

David S. Knight , University of Washington

Coronavirus: Distance learning poses challenges for some families of children with disabilities

Jess Whitley , L’Université d’Ottawa/University of Ottawa

How lockdown could affect South Africa’s children with special needs

Athena Pedro , University of the Western Cape ; Dr Bronwyn Mthimunye , University of the Western Cape , and Ella Bust , University of the Western Cape

5 tips to help parents navigate the unique needs of children with autism learning from home

Amanda Webster , University of Wollongong

Ontario’s high school e-learning still hasn’t addressed students with special needs

Pam Millett , York University, Canada

Excluded and refused enrolment: report shows illegal practices against students with disabilities in Australian schools

Kathy Cologon , Macquarie University

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Using technology in special education: current practices and trends

• Published: 18 June 2020
• Volume 68 , pages 1711–1738, ( 2020 )

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• Oluwabunmi Adewoyin Olakanmi   ORCID: orcid.org/0000-0001-6281-0285 1 ,
• Gokce Akcayir 1 ,
• Oluwbukola Mayowa Ishola 2 &
• Carrie Demmans Epp 1  

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Recent reports suggest an increase in the number of individuals with cognitive and developmental disabilities. To ensure equal opportunities for these learners, special education practices must be appropriately improved and scaled. Educational and assistive technologies are a possible avenue for meeting this need. To provide insight into recent technology practices in special education contexts, this study reviews recent literature (2014—2018) on the use of technology to support learners with cognitive and developmental disabilities. This review included 126 publications, which were a combination of journal articles and conference papers, found through the ACM, IEEE, ScienceDirect, and SSCI databases. The publications were analyzed to determine their general characteristics (e.g., number and age of participants and lengths of interventions), the contexts of technology use, specific learner characteristics, the subjects or skills the intervention(s) aimed to improve, the characteristics of the technologies, and the outcomes associated with their use. The results revealed that the most examined technology was games and the most studied outcome was improvements to learners’ cognitive skills. Additionally, participants in the majority of the publications were pre-college students with learning disabilities. The most studied topics belonged to the natural sciences while job skills were one of the least studied. Interventions were primarily conducted in formal educational environments and were implemented over 5–10 weeks in most cases. Based on the review, more detail in reporting and more attention to promoting life, job, and social skills are recommended.

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Facilitating learning for students with special needs: a review of technology-supported special education studies

Shu-Chen Cheng & Chiu-Lin Lai

Technology-enhanced and game based learning for children with special needs: a systematic mapping study

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Olakanmi, O.A., Akcayir, G., Ishola, O.M. et al. Using technology in special education: current practices and trends. Education Tech Research Dev 68 , 1711–1738 (2020). https://doi.org/10.1007/s11423-020-09795-0

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A How-To Guide for Open-Science Practices in Special Education Research

Bryan g. cook.

1 University of Virginia

Jesse I. Fleming

Sara a. hart.

2 Florida State University

Kathleen Lynne Lane

3 University of Kansas

William J. Therrien

Wilhelmina van dijk, sarah emily wilson.

Open-science reforms, which aim to increase credibility and access of research, have the potential to benefit the research base in special education, as well as practice and policy informed by that research base. Awareness of open science is increasing among special education researchers. However, relatively few researchers in the field have experience using multiple open-science practices, and few practical guidelines or resources have been tailored to special education researchers to support their exploration and adoption of open science. In this paper, we described and provided guidelines and resources for applying five core open-science practices—preregistration, registered reports, data sharing, materials sharing, and open-access publishing—in special education research.

Special education has a long and rich tradition of using scientific research to inform practice and policy. Indeed, contemporary evidence-based reforms are premised on the notion that scientific research yields valid, credible evidence that—when aligned with (a) goals and values of students and families, and (b) expertise and resources of educators—can and should serve as a basis for practice ( Cook & Odom, 2013 ). However, a significant gap exists between research and practice, severely limiting the impact of research in the field. To bridge the research-to-practice gap in special education, Carnine (1997) posited, among other things, research evidence needs to be trustworthy (i.e., credible) and accessible.

A critical indicator of credible research is the rigor with which studies are conducted and reported. To guide the conduct and reporting of rigorous special education research, the special education research community has developed quality indicators for different research designs (e.g., Council for Exceptional Children, 2014; Odom et al., 2005). However, as in other fields (e.g., Fraser et al., 2018 ; John et al., 2012 ), many education researchers report engaging in questionable research practices that (a) are not directly addressed in extant quality indicators, and (b) can undermine the credibility of research findings ( Makel et al., 2021 ). For example, some education researchers reported engaging in p -hacking (i.e., trying different analytic strategies until a significant p -value is obtained), hypothesizing after results are known (HARKing), selective outcome reporting (i.e., reporting only analyses for which desired findings were obtained), and data peeking (i.e., deciding whether to collect more data after examining data); all of which may inflate study effects. Moreover, evidence suggests publication bias (i.e., over-representation of studies with positive effects in the published literature) is present in the education and special education research bases ( Gage et al., 2017 ; Polanin et al., 2016 ), which may bias the results of research syntheses and meta-analyses. As such, it appears efforts to increase credibility of research in special education are warranted.

With regard to research accessibility, most published studies lie behind paywalls, inaccessible to individuals who are (a) not affiliated with an institution (e.g., a university) that subscribes to the publisher, and (b) unable or unwilling to pay to download individual articles ( Piwowar et al., 2018 ). Inaccessibility constrains application and impact of research; educators cannot base policy and practice on research they are unable to access. Additionally, open access is seldom provided to other products of research, such as data and materials. Charging for access to research findings and restricting access to study data and materials is inconsistent with scientific norms of universalism and communism (see Merton, 1973/1942 ).

Open science, which involves making all aspects of the research enterprise as open and transparent as possible, has been suggested as a means to increase the credibility and accessibility of research in special education ( Cook et al., 2018 ). Adelson et al. (2019) posited three levels at which special education researchers can engage in open science: awareness, exploration, and adoption. Although awareness of open science is growing among special education researchers, it is only a first step. Exploration and adoption of open science practices are needed to realize their potential for improving the credibility and accessibility of research. Clear guidelines and resources for using open science are important for helping special education researchers transition from awareness to exploration and adoption of open-science practices. Yet, there are few practical resources or guidelines tailored to special education researchers ( Adelson et al., 2019 ). Also, whereas open-science reforms have targeted group quantitative research designs, scholars have called for applying open and transparent practices in other research designs commonly used in special education, such as single-case ( Cook, Johnson, et al., 2021 ) and qualitative ( Trainor & Graue, 2014 ) research.

Thus, our purpose is to provide guidelines and resources for applying five core open-science practices—preregistration, registered reports, data sharing, materials sharing, and OA publishing—in special education research, including in single-case and qualitative research. In the following sections, we briefly describe each core open practice, note their primary benefits and limitations, indicate applications to single-case and qualitative research, and provide guidelines and resources for their implementation. Key steps for implementing each open practice are summarized in Table 1 , with Figure 1 illustrating when the steps occur in the research process.

© by Cook, Fleming, Hart, Lane, Therrien, & Wilson (2021) under a Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC). DOI: 10.17605/OSF.IO/N35ZY .

Steps for Conducting Five Core Open-Science Practices

Note : DOI = digital object identifier. CC BY = Creative Commons Attribution 4.0 International Public License. CC BY-NC = Creative Commons Attribution-NonCommercial 4.0 International Public License. © by Cook, Fleming, Hart, Lane, Therrien, & Wilson (2021) under a Creative Commons Attribution-Noncommercial 4.0 International License (CC BY-NC). DOI: 10.17605/OSF.IO/N35ZY .

Open Practices

Preregistration.

Preregistration involves researchers publicly posting study plans (e.g., research questions and hypotheses, data analysis, independent and dependent variables, sampling) before beginning to conduct a study ( Gehlbach & Robinson, 2018 ; Nosek et al., 2019 ). Typically, preregistrations are posted on a searchable, independent registry where they can be freely accessed by editors, reviewers, and other research consumers. If and when changes to research plans occur, preregistrations can be updated and a rationale for the changes provided. An example of a preregistered study in the special education literature is Gesel and Lemons’ (2020) examination of different schedules of curriculum-based measurement, which includes a link to the preregistration in the article.

Benefits and Limitations

Nosek et al. (2019) noted three primary benefits of preregistration. First, by making study plans transparent, preregistration provides a record of which analyses are planned a priori (i.e., hypothesis testing or confirmatory analyses) and which are post hoc (i.e., exploratory analyses). Second, by enabling comparisons between preregistered study plans and reported methods and findings, preregistration makes questionable research practices such as p -hacking, selective outcome reporting, data-peeking, and HARKing more readily discoverable, thereby discouraging their use. Finally, preregistration can help combat publication bias by making all planned studies discoverable regardless of whether the study was published.

A key concern with preregistration is that it might diminish or demean exploratory analysis. However, as DeHaven (2017) noted, researchers are encouraged to conduct and report exploratory analyses in preregistered studies, but should clearly report them as exploratory and separate from preregistered analyses. Another challenge is simply that preregistration is time consuming and can be challenging ( Nosek et al., 2019 ). Finally, preregistration only works to (a) combat publication bias if researchers search for and include preregistered but unpublished research in their research syntheses, and (b) reduce questionable research practices if editors, reviewers, and other research consumers examine and hold researchers accountable for discrepancies between study plans and research reports. Yet, Claesen et al. (2019) reported most published, preregistered studies they examined contained unexplained deviations from preregistered plans.

Applications to Single-Case and Qualitative Research

Although preregistration has been most commonly applied with group quantitative studies, researchers can also preregister other research designs, including single-case design, qualitative research, meta-analyses, and systematic reviews (see Johnson & Cook, 2019 ; Haven & Van Grootel, 2019 ). Although single-case and qualitative studies often involve making decisions after data collection has begun (e.g., deciding to introduce an intervention according to participant baseline responding, determining questions to ask in a focus group depending on participants’ previous responses), researchers can preregister the process and criteria for making decisions and update the preregistration when decisions are made.

Before starting the preregistration process, it is important to plan out in detail the critical elements of one’s study (e.g., research questions and hypotheses, sampling plan, independent variables, dependent variables, study procedures, data analyses). After developing a research plan, researchers should select a registry and respond to the prompts and questions as completely as possible. If researchers do not know one or more aspects of a study in advance, they can preregister the criteria by which they will make such determinations. For example, a decision tree for determining which statistical analysis will be used depending on whether assumptions are met can be preregistered ( Kiyonaga & Scimeca, 2019 ). Once the decision is made, it can be described in an update to the preregistration.

Two registries commonly used by special education researchers are the Open Science Framework (OSF; https://osf.io/prereg/ ) and the Registry of Efficacy and Effectiveness Studies (REES; www.sreereg.org ). OSF is a multi-disciplinary registry with multiple templates for preregistering different types of studies. For example, OSF’s standard template, which can be used for group experiments, observational studies, and meta-analyses, asks researchers to report the study design, sampling plan, study variables, and analysis plan. The standard template provides a variety of multiple-choice and short answer questions for researchers to complete, provides examples, and prompts researchers to explain and justify their plans. OSF also provides preregistration templates for qualitative research and secondary data analysis, and allows researchers to save blinded copies of preregistrations, which can be cited in manuscripts submitted for blind peer review. A preregistration guide ( OSF, n.d. ) and a how-to video ( Mellor et al., 2017 ) are also provided.

REES is designed for preregistering causal inference studies (i.e., randomized trials, quasi-experimental designs, regression discontinuity designs, and single-case designs) in education and related fields. When preregistering a study on REES, researchers respond to a series of questions and prompts in each of eight areas (i.e., general study information, description of study, research questions, study design, sample characteristics, outcomes, analysis plan, and additional materials). For example, when preregistering a multiple-baseline single-case design, researchers specify type of multiple-baseline design (across participants, places, materials, or behaviors), start of baseline (concurrent or non-concurrent, and for how many cases), type of participants (students, teachers, principals, schools, other), and total number of participants. Prompts for preregistering a study on REES are straightforward, with definitions and examples provided. A user guide ( REES, n.d.b ), a how-to video ( REES, 2020 ), and a checklist of required information for each design (REES, n.d.a) are provided.

Once completed, preregistrations are time-stamped, assigned a unique digital object identifier (DOI), and made public. The published preregistration is permanent, but researchers can and should post updates describing and providing a rationale for any changes to preregistered plans. For example, researchers may need to deviate from preregistered plans if collected data do not meet assumptions for a planned analysis or if a school site requests a change to a planned intervention. Transparency is paramount and changes should be completed before data analysis is conducted. Researchers can update their preregistration on REES by navigating to “My Registry” and clicking “Update”. This will create a time-stamped copy of the updated registration that will also be made public. Researchers are provided additional space to justify or explain changes. When updating a preregistration on OSF, researchers must add a Transparent Changes Document ( https://osf.io/yrvcg/ ) as a supplemental file on the overview page of the public registration. This document should note the changes to the study, rationale for the changes, and how the changes potentially affect the outcome of the study.

Registered Reports

Registered reports apply the principles of preregistration to the peer-review process ( Chambers, 2019 ; Cook, Maggin, & Robertson, 2021 ). In registered reports, authors write introduction and prospective method sections before conducting a study, and submit these study plans to a journal for peer review, which is conducted in two stages. Stage-1 review is focused on the importance of the research questions and rigor of the proposed methods. It concludes with the proposed study either being rejected or granted in-principle acceptance. After researchers conduct, write up, and resubmit the study, stage-2 review involves reviewers checking to ensure (a) approved plans are adhered to, or any modifications are reported and justified, and (b) study findings are appropriately reported and discussed. A study cannot be rejected at stage 2 because of the direction or perceived interestingness of findings. An example of a registered report in the special education literature is Doabler et al.’s (2021) experiment examining the effects of a science program.

Registered reports are designed to improve the transparency, quality, and credibility of research in at least three ways. First, reviewers of registered reports are able to provide constructive feedback before the study is conducted, when authors can make adjustments to their study. Second, registered reports reduce questionable research practices such as p -hacking by not only detailing research plans prior to conducting a study, as in preregistration, but also by devoting a stage of review to ensure that plans are adhered to. Finally, registered reports help combat publication bias. Because the decision to accept a study in principle is made before results are known, reviewer and editor decisions are not influenced by the direction of study findings. Indeed, engaging in unplanned, questionable research practices to obtain positive findings is one of the only ways for a study with in-principle acceptance not to be published. Null findings are, in fact, significantly more likely to be reported in registered reports compared to traditional studies ( Scheel et al., 2020 ).

The same potential limitations noted for pregistrations apply to registered reports. An additional concern for registered reports is that (a) planning for and writing up stage-1 manuscripts and (b) conducting two stages of review entail increased time and effort for researchers, reviewers, and editors. Second, not all research is appropriate for registered reports. For example, authors are unlikely to be able to write a prospective introduction and method section suitable for review for purely exploratory research.

Most published registered reports have used group quantitative designs. For example, all seven studies in Reich et al.’s (2020) special issue in AERA Open on registered reports in education used group quantitative designs. Yet, any study that can be preregistered, including single-case design, qualitative research, meta-analyses, and systematic reviews, can be a registered report.

First, researchers must select a study that is appropriate for registered reports (e.g., a study with primarily predetermined methods). It is also important to allot sufficient time for the stage-1 review process when conducting school-based studies with fixed timelines, to ensure that study plans are accepted in principle before the study must begin. Researchers must also identify a journal that accepts registered reports. Only a few journals in special education currently accept registered reports as a regular submission option (e.g., Exceptional Children , Gifted Education Quarterly ; see https://www.cos.io/our-services/registered-reports for a list of journals accepting registered reports). We encourage interested authors to ask editors of other journals if they would accept a registered report submission to pilot the process.

Stage-1 submissions should include complete, but prospective, introduction and method sections. Journals accepting registered reports have their own guidelines for stage-1 submissions that should be adhered to. Researchers need to clearly report (a) well-justified research questions and accompanying hypotheses, (b) a power analysis to justify the proposed sample (as relevant), and (c) reproducible methods in their stage-1 manuscript. A cover letter in which authors describe the feasibility of conducting the study and the importance of study findings regardless of direction and magnitude often accompany stage-1 submissions. For elements of the study that cannot be fully determined in advance, Kiyonaga and Scimeca (2019) recommended using decision trees in stage-1 manuscripts to clarify criteria for determining how the study will be conducted.

The stage-1 submission and review process is similar to typical peer review. When and if in-principle acceptance is granted, authors should preregister the accepted study plans, and then proceed to conduct and write up the study. Researchers should notify the editor if substantive deviations from approved plans will occur. Any deviations from accepted study plans need to be clearly noted and justified in the final manuscript. Any exploratory analyses conducted should be clearly reported as such. Stage-2 review typically is conducted by the same reviewers as in stage 1, and focuses on whether accepted study plans were followed and deviations are noted and justified. See Kiyonaga and Scimeca (2019) for practical considerations and Center for Open Science (n.d.) for responses to frequently asked questions regarding registered reports.

Data Sharing

Data sharing is the practice of making raw, yet curated, data available for others to examine and use, preferably in a data repository. Although researchers often share just the subset of data used in a publication (e.g., Conroy & Sutherland, 2018 ), data from entire projects can also be shared (e.g., Quint, 2016 ). Researchers with federal funding often are mandated to share their data, typically with a deadline after the main findings of the project are published (e.g., Institute for Education Sciences, n.d. ). Data sharing should include metadata, which typically includes a codebook or data dictionary listing information such as variable names, variable labels, questionnaire items, and scoring rules that allow others to find, understand, and use the shared data appropriately ( Day, 2005 ). In addition to a codebook, metadata should also include details such as the project’s aims, information about the sample, general information about the measures, study design and data collection procedures (e.g., CONSORT diagram, data entry procedures), data missingness (values used, reasons for missingness), and any other information someone unfamiliar with the project and data users should know (see Logan et al., 2021 ).

Shared data expands the possibilities of what can be done with a data set, including allowing independent reanalysis and reproduction of published findings to assess their trustworthiness. In addition, allowing more researchers to analyze a data set promotes (a) examination of novel research questions and (b) application of diverse perspectives and techniques to robust research questions (Vision, 2010). Sharing data in a repository also allows data sets to be assigned a DOI and become a citable and reportable product for the data sharer. Furthermore, publications with shared data are cited more often than publications without ( Piwowar & Vision, 2013 ). Given the typically resource-intensive nature of data collection in special education, open data also benefits other researchers by democratizing access to data and allowing them to analyze otherwise inaccessible data ( Fleming et al., 2021 ; Mangul et al., 2019 ).

However, sharing high quality data takes time and expertise: data must be checked, cleaned, and fully de-identified. For many investigators, these processes may fall outside of their expertise and necessitate a change in workflow. Resources are available to aid with sharing data (see van Dijk et al., 2021 ) and, for those who write grants, we recommend budgeting time for staff with expertise in data sharing. Additionally, not all data can be shared (e.g., highly sensitive data that cannot be fully de-identified).

Data often can be shared in single-case and qualitative research. Researchers conducting qualitative research can use specialized data repositories for sharing their data (i.e., the Qualitative Data Repository [ https://qdr.syr.edu/ ] for text-based data, and Databrary [ www.databrary.org ] for video-based data). Both repositories offer services to help curate and document data. Although values for dependent variables typically are shown in single-case studies in single-case graphs, greater transparency and accuracy can be achieved by openly sharing the actual values for each data point. Additionally, single-case researchers can share data related to procedural fidelity, intervention intensity, reliability of the dependent variable(s), social validity, and visual analysis (e.g., trend and stability calculation results); as well as their code for calculating effect sizes. Because single-case and qualitative studies often have few participants, researchers should take extra care de-identifying their data to protect participants’ identities.

The first step to sharing data is to check participants’ informed consent. Given the new Common Rule for Protection of Human Subjects ( U.S. Department of Health and Human Services, n.d. ), de-identified data are considered not human subjects if researchers did not explicitly state what would happen to participant’s data. Thus, if data sharing is not mentioned in informed consent it is possible that data may be shared. We recommend checking with one’s IRB for guidance. If informed consent indicates data will not be shared, researchers can request a waiver of consent from the IRB for sharing de-identified data. Researchers planning to share their data should design consent agreements and research protocols to facilitate data sharing. As appropriate, we recommend using language permitting sharing of de-identified data in informed consents (see Shero and Hart, 2020 , for templates for informed consent that facilitate data sharing).

The second step is cleaning and de-identifying the data. This involves checking for data-entry mistakes (e.g., out-of-range values), creating any necessary summary scores (e.g., sum scores, developmental scale scores), and checking for identifiable variables (e.g., names, addresses) and cells (e.g., labelling of low-incidence disabilities). Although most available guidance on data de-identification involves Health Insurance Portability and Accountability Act (HIPAA)-related data in medical settings (see US Department of Health and Human Services, 2012 ), a general rule of thumb is to ensure obvious identifiers are removed (such as name, exact date of birth, address), and then consider the frequency of the knowable characteristics of that participant to the region the data were collected. For example, if a participant is a child with a rare genetic disorder, that child is likely identifiable when coupled with the setting of the study, and caution is warranted in sharing that data. However, a participant who is a male with a learning disability in a study conducted in a large city is likely not identifiable from these variables, which can therefore be shared. See Edwards and Schatschneider (2020a , b ) for guides to de-identifying education data and Meyer (2018 , pp. 133-135) for other considerations when de-identifying data.

The third step is creating metadata. Researchers need to create documentation providing information about the study, the sample, protocols, measures, as well as create a data dictionary that details missing data values, variable names, variable labels, recoding strategies, questionnaire items, scoring logic, and the like. The fourth step is selecting an appropriate data repository. There are many data repositories, including domain general (e.g., Inter-university Consortium for Political and Social Research [ICPSR], OSF) and domain specific (e.g., LDbase, Databrary) repositories, and researchers should consider where the data will be best discoverable by their research community. It is important that the repository provides a DOI for the data and the option to assign a copyright license to the data. Most repositories give researchers an option of an Open Data Commons ( https://opendatacommons.org/ ) or Creative Commons ( https://creativecommons.org/ ) license, which will tell data users how they can use and cite the data and data products.

The final step is to upload the data and metadata into the data repository and set an access level, if applicable. Some data repositories allow researchers to choose if the data will be posted openly or be available only by managed access, which requires data reusers to apply for permission to access the data. This may be a good choice for special education researchers who have sensitive data or other concerns, as they can require a data reuser to have an active IRB protocol before accessing the data, as an example. For more information on open data, the open data handbook ( https://opendatahandbook.org/ ) hosts a wealth of information. Other resources to help researchers prepare their data to be shared include Gilmore et al. (2018) and ICPSR (n.d.) .

Materials Sharing

Materials sharing, or open materials, involves researchers sharing study materials by posting them in a data repository (e.g., figshare, https://figshare.com ; OSF, www.osf.io ) or in a journal’s online supplemental repository alongside an article. A creator’s copyright is established as soon as a creative work is shared in a fixed and tangible form ( US Copyright Office, 2019 ). However, copyright owners can add copyright licenses to provide permission for others to reuse, adpat, and redistribute their work in specific ways. Researchers can share many types of study materials using copyright licenses, including intervention protocols, survey instruments, researcher-developed dependent measures, and treatment-integrity checklists. Recent examples of authors sharing study materials openly in special education include Bettini et al. (2019), who shared their survey, additional demographic data, and additional results for structural equation models, and Kozleski et al. (2020) , who shared interview protocols and coding templates.

Making study materials open is beneficial for multiple stakeholders. By sharing study materials, researchers increase their impact by allowing others to use and build upon their work. These products can be listed on authors’ CVs and can garner citations. Open materials also provide benefits to the field and other special education stakeholders by (a) facilitating replication of previous studies, which is essential to establish evidence-based practices in special education, and (b) providing researchers, practitioners, parents, and other stakeholders access to free, research-validated materials to use with students.

Copyright concerns are the main obstacle to materials sharing. Authors cannot share material, such as a published norm-referenced assessment, for which they do not own the copyright, even if they used the materials in a study. Yet, they can share study material, such as a treatment-integrity protocol, that they developed for the project and own (original work is under the creator’s copyright once it is shared in a fixed and tangible form; US Copyright Office, 2019 ). Unfortunately, determining ownership is not always straightforward. For example, it may be unclear whether and how one can share adapted versions of someone else's copyrighted materials, materials developed as part of one's professional duties at a university, and materials developed from work funded by external sources (e.g., grants). Additionally, like other open practices, materials sharing requires time and planning ( van Dijk et al., 2021 ).

For researchers conducting single-case studies, authors can share materials such as observation coding forms, intervention protocols, intervention materials, social validity measures, and personnel training protocols. Qualitative researchers can share materials such as interview and probing question protocols, field notes/observation data collection forms, positionality and reflexivity statements, data analytic strategies and detailed descriptions of the data analytic process, and deductive or inductive codebooks with supportive interview quotes or field notes/observations. The process for sharing materials is the same regardless of study design.

First, decide what materials to share. We encourage authors to share all relevant materials possible and provide detailed descriptions in the manuscript of material they are unable to share. Second, check for any potential copyright or intellectual-property restrictions that might preclude legally sharing the material. We suggest researchers check with their funding agencies, employers, and university copyright lawyers (often employed through a university’s library system) regarding sharing researcher-created materials. When seeking to share others’ materials they have adapted, authors must ensure the materials have a license permitting sharing and adaptations. Any materials created from others’ open work should be properly attributed, cited, and licensed according to the permissions granted by the original creator. Some materials are licensed by their original authors in a manner that allows for adaptations, but does not permit sharing of the adapted materials (i.e., the original authors retain exclusive rights to redistribute their materials). In these instances, we recommend sharing a detailed account of the adaptations made to the original materials with proper attribution to the original authors.

Third, format materials to facilitate easy access and reuse. Open materials should be saved and shared in an easily accessible format such as .txt or .html that allows reusers to edit the materials without the need for atypical software or expertise in editing ( Hilton et al., 2010 ). Authors should also provide relevant instructions for using shared materials. For example, authors might include a coding guide alongside a shared observational protocol, or the implementation steps and procedures for a training manual.

Fourth, determine and apply a copyright license for sharing in consultation with everyone who played a role in creating the material. Creative Commons ( https://creativecommons.org ) is a widely used provider of public copyright licenses for sharing content with varying degrees of openness. Two popular licenses are CC BY and CC BY-NC. The CC BY license allows others to reuse, modify, edit, build upon, and distribute shared materials as long as attribution is given. The CC BY-NC license restricts such reuse to non-commercial purposes. Once selected and shared, licensing options on materials cannot be changed, so care should be taken when selecting the license. The license should be indicated clearly on the shared materials in a machine-readable format. Creative Commons provides copyright license images that can be copied and pasted into the shared document or included as a watermark. Alternatively, authors can indicate the license within a header or footer by using the copyright symbol (©) followed by their names, the year, and the license (e.g., CC BY-NC). See Figure 1 and Table 1 , which are shared on OSF, for examples.

Fifth, decide whether to share materials on a data repository or as an online supplement to an article. We recommend selecting the option that makes the material best available to one’s target audience. For example, if a researcher is sharing an intervention protocol that is intended primarily to be shared with practioners, and they are publishing in a practitioner journal read by many teachers, sharing through the journal may be the best choice. Alternatively, if the article is being published in a research journal read by few practitioners, a data repository may be advisable. Note that some repositories allow sharers to select the level of availability of their shared materials (e.g., only shared after the owner approves an application), which may be an attractive option. Finally, upload one’s materials with the chosen licensing level, and add the shared materials and associated DOI, if available, to one’s CV.

Open-Access Publishing

OA publishing is an umbrella term for approaches that provide free access to published research, which is often behind paywalls and inaccessible to many stakeholders. There are multiple OA-publishing models. Gold and hybrid OA publishing both make articles immediately and permanently open. In gold OA, the article is published in an open journal in which all content is OA. Hybrid OA articles are published in traditional journals in which most articles are behind a paywall, but authors make their specific article freely available on the journal’s website. Authors typically retain the copyright and pay an article-processing charge to the journal to cover publishing costs in these models. With Bronze OA, publishers select specific articles to make freely accessible (e.g., an article from a special issue). However, bronze-OA articles are not licensed as OA; as such, they may be placed behind a paywall at any time and research consumers are restricted in how they can reuse and adapt content. Green OA refers to authors self-archiving their own manuscripts to online repositories. Both preprints and postprints are examples of green OA. Preprints and postprints are author-formatted versions of a paper; preprints have not been peer reviewed, whereas postprints have.

A fundamental benefit of OA publishing is democratization of access to research and scholarship ( Flming et al., 2021 ). Providing special education practitioners, for example, access to research can help bridge the gap between research and practice. Preprints can also speed dissemination of research by allowing authors to immediately share their research on preprint servers, personal websites, social media, or institutional repositories without having to wait for what can sometimes be a lengthy process of peer review. OA publishing is also associated with increased impact of research; articles posted as preprints before publication receive more citations, downloads, and social media attention ( Fu & Hughey, 2019 ; Piwowar et al., 2018 ). Finally, preprints can help combat publication bias by providing a forum for dissemination of studies that might not otherwise be published (e.g., studies with null results).

In terms of limitations, gold and hybrid OA can be costly for researchers, as the average article-processing charge for special education journals is just below $3,000 ( Fleming & Cook, 2021 ). It is also important to recognize preprints are not typically peer reviewed. Thus, seriously flawed and misleading research can be posted as preprints, and research consumers should critically evaluate preprinted research for potential bias. Additionally, preprints can unmask the identities of study authors, thereby potentially reducing the pool of available blind peer reviewers if and when the paper is submitted for publication ( Fleming et al., 2021 ).

Single-case and qualitative research, as well as any other type of scholarship, can be made openly accessible through gold, hybrid, bronze, and green OA. OA operates in the same way regardless of the type of research.

Journal OA policies vary. For example, some journals do not accept submissions that have been preprinted, and policies differ on whether, where, and when papers can be postprinted ( Fleming & Cook, 2021 ). Researchers should review OA policies of journals to which they may submit a manuscript as early as possible in the research process. Most journals with academic publishers have posted OA information on their websites. For some small or independent journals, researchers may need to contact editors to obtain OA policies.

As with shared data and materials, authors must choose their copyright license when publishing OA. For all OA models except bronze, authors should select a copyright license to clarify how others can reuse and adapt the work. For preprints and postprints, print repositories often require selection of a copyright license. Similarly, for gold and hybrid OA, authors will typically choose a copyright license as part of the publication process.

For Green OA, authors must select a repository. Repositories can be general (e.g., OSF Preprints, www.osf.io/preprints/ ) or discipline specific (e.g., EdArXiv, www.edarxiv.org ). Researchers typically must create an account at the selected repository, select a copyright license, and upload the manuscript. When submitting to EdArXiv, for example, authors upload their unformatted manuscript (typically a .pdf file) and answer a series of questions. EdArXiv requests the following information about submissions: title, abstract, license for copyright, key words, discipline and subdiscipline(s), author(s), statement on conflict of interest, supplemental materials, a link to the study’s publicly available data (if applicable), a link to the study’s preregistration (if applicable), and the DOI to the corresponding article if the manuscript is already published.

Print repositories typically do not peer review manuscripts, but often screen them for appropriateness (e.g., content aligns with focus of discipline-specific repositories) before posting. If and when a preprinted manuscript is submitted and accepted for publication in a journal, authors should add an updated version of the paper with an author note indicating acceptance and specifying the journal. After publication of a paper, authors should update the preprint with the corresponding citation and link DOIs of the preprint and published paper. If the journal in which an article is published allows postprints, authors may update a preprint with a postprint to reflect changes made in peer review. Many journals impose an embargo period of one or two years before authors can postprint a manuscript accepted for publication.

As an example of how this process can work, two of the authors concurrently submitted a recent manuscript to EdArXiv ( Fleming & Cook, 2020 ) and a journal for publication. Because the journal allowed postprints without an embargo period, we updated our preprint following each round of peer review. Following acceptance, we uploaded the accepted version of the manuscript with an author’s note that indicates the journal in which the paper is accepted. Researchers can also share preprints and postprints on social media, personal websites, and institutional repositories ( Laasko, 2014 ). See Fleming and Cook (2021) for a review of OA policies of special education journals, and Sherpa Romeo ( https://v2.sherpa.ac.uk/romeo/ ) to search journal OA policies.

Although not without limitations, open-science reforms have the potential to increase transparency, credibility, and impact of special education research ( Cook et al., 2018 ). Changing researcher behaviors to increase the application of open science among special education researchers will require manipulation of antecedents (e.g., journal policies) and consequences (e.g., rewards in the tenure and promotion process; see Norris & O’Connor, 2019 ). Our hope is that the guidelines and resources for engaging in core open-science practices provided in this article will serve as one antecedent for increasing special education researchers’ exploration and adoption of open science. As more special education researchers adopt open practices, norms in the field may shift and standards for rigorous research may be expanded to include open practices, providing other powerful antecedents for engaging in open science (Mellor, 2021).

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Special Education Research

See also: Special Education , Special Education Policy , Special Education Law , Special Ed. Identification , Special Education Monitoring

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Go to the PDP Menu

All members of The National Association of Special Education Teachers , through an agreement with the American Academy of Special Education Professionals , will now have free access to an online peer reviewed research journal in special education, the Journal of the American Academy of Special Education Professionals ( JAASEP ).

The 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.  JAASEP is a multi-faceted electronic journal that seeks new contributions based on original work of practitioners and researchers with specific focus on or implications for the field of special education.

The content of  JAASEP  is likely to be of interest to college or university faculty, school administrators, educational evaluators, psychologists, special education teachers, psychiatrists, medical doctors, directors of special education services, directors of early intervention agencies, infant-toddler service coordinators, transition service coordinators, speech and language pathologists, occupational and physical therapists, educational lawyers, and all other practitioners and professionals in the field of special education.

We hope that you take the time to read the professional literature provided. As always, if you have any questions or comments, please contact us at: [email protected]

JAASEP WINTER 2024 - CLICK HERE

JAASEP Editorial Board of Reviewers

An Overview of the Challenges and Resources Special Education Professionals Reported During the Early COVID-19 Pandemic

Ai kamei, kathryn lubniewski, stacy lauderdale littin, carol mcarthur-amedeo, mary haspel, & wendy harriott, an exploration of pre-service teachers’ attitudes toward including students with autism spectrum disorder (asd) in general education, mary. a. houser, tara s. guerriero, & trevor o’brien, supporting student engagement through the use of various discussion formats in a graduate teacher education course, marla j. lohmann, & kathleen a. boothe, ramping up 504 professional development for all types of educators: going beyond section 504 being a special education responsibility, shawna p. ortogero,  vera glushenko, joan umiokalani jensen, victoria timmerman, & tierney o. barcarse, parent perspectives of transition planning for english learners with disabilities, yi-chen wu, martha thurlow & david johnson, when parents of children with severe autism become their teachers: unique cases from the covid-19 pandemic, sydney bueno, uzeyir ogurlu, lisa bardon, & nikki logan, a rural community's role and process to secure work experiences for youth with disabilities, building communities of practice: initial perceptions of an interdisciplinary preparation program for special education teachers and social workers, robbie j. marsh, heather, baltodano-van ness, & monica brown, parent perceptions of interactions with professionals that improve individualized education program development, kristopher hawk yeager, malarie e. deardorff, belkis choiseul-praslin, wendy r. mitchell, courtney tennell, & brooki beasley, a comparison of teaching efficacy between paraprofessionals and special education teachers working with special education students, cristhian c. altamirano, & dake zhang .

Author Guidelines for Submission to JAASEP

Copyright and Reprint Rights of JAASEP

Download this Issue of JAASEP - Download Page

Jaasep fall 2023 - click here, table of contents, teacher’s perspectives of integrated therapy service deliveries:  a case study, vidya pingale and tina s. fletcher, leadership matters: elementary self-contained autism special education teachers’ perceptions of administrator support, kasey dye and rachel walker, infusing high leverage practices into culturally relevant education to support culturally and linguistically diverse students with disabilities, toni franklin and maria peterson ahmad, a brief report on teacher mask wearing and learning in children with asd, makayla heisler, jennifer gillis mattson, and rachel n. s. cavalari, art therapy and autism: a picture of the literature, caroline guardino, rebekah wallis, arien peppers harrison, and morgan green, teacher perceptions regarding the effects of online learning during the pandemic with regards to the progression or regression of students’ reading levels, rachel palumbo, ready for the world increasing effective post-secondary readiness for students in special education based on educator and practitioner points-of-view, deshanna reed and dr. cruz casiano, to buy or not to buy: understanding how special educators make decisions as consumers of intervention materials for children with disabilities, dr. lesley sylvan, erica goldstein and dina hafez, essential dispositions for inclusive educators: an examination of national standards and guiding principles, joanne m. van boxtel and megan chaney, comparing preservice and inservice teachers’ perceptions and actual knowledge of phonics, cheryl wold, andria l. moon, alan l. neville, and tim houge, download fall 2023 issue of jaasep - download page, jaasep spring/summer 2023 - click here, delphi technique: parents identify protective factors to address problem behaviors in adolescents with and without disabilities, monica r. brown, public k-12 education response to serving special education students during covid: a content analysis, cheryl l. burleigh, andrea m. wilson, and erik bean, experiences of special education teachers in new york state during covid-19 remote instruction, kimberly f. colvin, tammy g. ellis-robinson, and taja r. young, inclusive education and rural middle school general education teacher preparedness, joseph a. hogan, designing appropriate small group intensive instruction within an mtss for students with low incidence disabilities, timothy e. morse, spelling interventions for elementary and secondary students with learning disabilities: a systematic review, reagan murnan, conversation analysis of shared reading with students who have significant support needs, nancy quick, penelope hatch, & karen erickson, teachers’ perceptions of school behavior support systems: a case study, laura n. sarchet, teachers’ instructional language with children with mild and severe language difficulties in self-contained special education classrooms, wenjing zheng, download spring/summer 2023 issue of jaasep - download page, jaasep winter 2023 - click here, the effectiveness of oculomotor rehabilitation on impaired reading skills: a case study approach, jamie l. chichy, julie w. ankrum, and rebecca wincek-bateson, preliminary evaluation of a community-based parent mentor program: empowering families to navigate special education, heidi r. cornell, & jennifer stone, creating trauma-informed spaces for youth in residential programs, aimee j. hackney, nina r. graham, kristine jolivette & sara sanders, retaining special educators with autism expertise in schools, laura j. hall & beth allison pavez, life skill programs: an exploratory survey of school based programming in the public high school setting, kathleen hegarty follis, christina helfrich & allison f. sullivan, facilitating student engagement using optimal trunk support for children with postural dysfunction, thilagha jagaiah & sandra saavedra, the impact of a special education course on pre-service teachers’ knowledge and perspectives about inclusion and inclusive practices, muhammed a. karal, neslihan unluol-unal, & sema tan, strategies and challenges to teaching students with special needs during a pandemic, sarana eyire roberts & yeunjoo lee, experiences of parents and practitioners working with middle school students with asd during the covid-19 school shutdown, kristie asaro-saddler, heather kurto, lisa chelkowski & hedayat ghazali, the numbers don’t lie – or do they small sample size hides lived reality of representation of native american students in special education, cheryl wold, alan neville & pamela monaghan-geernaert, software enabling school improvement through analysis, sharon e. rouse, rose jones & jonnie cleveland, download winter 2023 issue of jaasep - download page, jaasep fall 2022 - click here, a case study of compounding views of paraprofessional roles and relationships in preschool classrooms: implications for practice and policy, tiara saufley brown and tina stanton-chapman, video modeling to support physical activity in children with    autism spectrum disorder: a systematic review, joann p. judge, kristen n. morgan, and angela clifton, practicing teachers’ use of online tools for iep goal writing and instructional support, michael dunn and mary rice, special education in rural mexico: two schools in jalisco, alejandra favela and phyllis petteys, pre-service teachers’ attitudes toward including students with asd in general education, mary a. houser, tara s. guerriero, david l. bolton, and esther smidt, a competency-based education case study: a mathematics intervention for a five-year-old with autism spectrum disorder (asd), meirav tzohar-rozen, yael kimhi, and dalia cohen, lessons from the trenches: special education service delivery and instruction amidst the covid-19 health crisis in california schools, nicole nicholson, choosing a career path: moving beyond the challenges of autism spectrum disorder, vicky g. spencer, and s. lynn cesard, preview-view-review: increasing academic access for students with severe disabilities who are english learners, dolores williamson, tracy spies, kyle higgins, and shannon sparks, beating the odds: how six post-secondary learners overcame common challenges of attention deficit hyperactivity disorder, martha l. wise, barbara l. wise, and sarah jones, jaasep spring/summer 2022 - click here, examining general education and special education teacher preparedness for co-teaching students with disabilities, cindy causey, lina soares, catherine s. howerter, and peggy shannon-baker, “i’m not prepared”: experiences of professionals working with students with disabilities and co-occurring mental health disorders, megan fujita, grace l. francis, and jodi duke, i-care: a scaffolded instructional approach to teach teachers and staff self-care practices within juvenile justice facilities, sara sanders, skip kumm, brandis m. ansley, and kristine jolivette, increasing pre-service special education teacher skills on performance feedback, tosha l. owens, melissa e. hudson, and karen s. voytecki, using video self-monitoring to improve teacher implementation of evidence-based practices for students with autism spectrum disorder, selena j. layden, annemarie l. horn, and kera e. hayden, understanding how individuals overcome their dyslexia: struggles, turning points in life, and advice, nai cheng kuo, karin m. fisher, jennifer jones, sara hillis, i-chien chen, and keonna stanley, special educators’ perceptions of high-leverage practices, cynthia ann farley and rhonda s. black, paraeducators: an important member of educational team for students with disabilities, sarah n. douglas, ryan p. bowles, and rebecca kammes, ph.d., individualized rating scales of engagement during group exercise activities for children with multiple and severe disabilities: a process description and case series, eydie kendall, karren streagle, and tania helbert, transforming the narrative identity of a student with extensive support needs using multiliteracies, sudha krishnan, jaasep winter 2022 - click here, structured play groups for children with autism spectrum disorder: a critical review, david adams, scott mcnamara, melissa bittner, jill pawlowski & kelly hangauer, assessing the implementation of differentiated instruction using technology within pre-service teacher education programs, annah l. hill, & mariha k. shields, collaborative inclusive programs: influences of administrators and teacher leaders, jane m. leatherman, enhancing conversational skills among college students with intellectual disabilities within naturalistic settings, jason robinson, tracy gershwin, michelle athanasiou, & dina london, self-determination strategies for students with disabilities from culturally and linguistically diverse backgrounds, yan wei, katrina a. hovey, lydia gerzel-short, rhonda d. miller, jerae kelly, & yun-ju hsiao, mapping review of individuals who are bilingual with autism spectrum disorders, valeria yllades, lauren pierson, lisa bowman-perrott, & claudia dunn, elementary principals’ views on the policies and practices of paraeducators in special education, sarah n. douglas, ryan p. bowles, & rebecca kammes, child find activities between public school personnel: engagement, barriers, and experiences, julie m. lane, & david r. jones, perceptions of the efficacy of classroom management techniques, philip r. mehler, investigating the journal impact factor of special education journals indexed in the social sciences science edition from web of science, funda örnek, ruben miranda, & metin orbay, a uthor guidelines for submission to jaasep, jaasep fall 2021 - click here, educational leaders’ perspectives on their preparation, practice, and professional development in multi-tiered systems of support, jodi drury, michael p. krezmien, kristine a. camacho, and alicia gonzales, where is the paraeducator content in introductory special education textbooks, sarah n. douglas, denise j. uitto, sophia d’agostino, classroom membership: what does that mean exactly, dr. katie heath, teaching middle school students with disabilities to solve multi-step equations using the hands-on equations system, thomas c. hendrickson, & annemarie horn , the impact of a community-university partnership program on special education teacher training in autism spectrum disorder, emily r. shamash & alyson m. martin, the practices of teachers in the development of post-secondary skills in students with learning disabilities, sara taylor, using social stories to decrease negative behaviors in students with autism and other disabilities, vivian c. williams, using technology-based interventions to improve the social-communication skills of adolescents with autism spectrum disorder (asd), nicole anthony & cynthia wooten, association of intellectual risk taking with science achievement of gifted students and comparison of their intellectual risk taking in different grades and gender, mustafa serdar köksal, esra açikgül firat & gamze akkaya, applying empathy curriculum to enhance the role of the paraprofessional for students with multiple disabilities, christopher russel & soribel genao, teaching children with sma 1 to expressively communicate using augmentative and alternative communication systems: extending functional communication teaching using a model of verbal behavior, cheryl ostryn, what school psychologists should know about multiple sclerosis, ashley n. phillips & denise e. maricle, increasing independent toileting in children with autism spectrum disorder and other developmental disabilities: a systematic review, vicky g. spencer & meghan ello, jaasep spring/summer 2021 - click here, short-term fun or long-term outcomes the effects of authentic pedagogy on the dispositional development of college students learning about the educational needs of children with disabilities, laura bassette, ph.d., bcba-d, ruth jefferson, ed.d., matthew stuve, ph.d. & anthony mangino, m.a., parental perceptions of the transition to adulthood for their children with disabilities, megan gross, b.s., annamayil manohar, b.s., & katherine k. rose, ph.d., “everything now falls on me”: parent perspectives on services lost and challenges during virtual learning for youth with disabilities, elizabeth g. s. munsell, ms, otr/l, ariel e. schwartz, phd, otr/l, elizabeth k. schmidt, phd, otr/l & jennifer chen, phd, otr/l, the efficacy of rhyme instruction in early childhood special education, lisa a. pufpaff, ph.d., legal issues and parent rights for culturally and linguistically diverse students with disabilities, valeria yllades, claudia dunn & jennifer b. ganz, what the medical doctor knows: medical-educational partnerships for success, michelle curtin, do, faap & christine raches, psyd, hspp, bcba, imh-e, students as causal agents: engagement in course selection, ms. cathy haarstad, ms, dr. evan borisinkoff, ph.d., & ms. rhonda weathers, ms, an examination of the correlation between administrator teacher support and teacher self-efficacy level, shiradon h. kirk, ed.d, aarek w. farmer, ed.d & charles vires, jr., ph.d, enhancing self-determination for students with complex communication needs using the self-determined learning model of instruction, sheida k. raley, m.ed., karrie a. shogren, ph.d. & kathryn m. burke, ph.d., individual education plans and teams: principals' roles and responsibilities, emily n. rutherford, edd. & rachel brown, phd, jaasep winter 2021 - click here, fluency matters: an outline to students becoming fluent readers using research based practices in under an hour: a quasi-experimental research study, nicole vozza, quality of life for individuals with disabilities during the covid-19 pandemic  , shannon l. sparks & sang nam, the influence of teaching assignment on burnout in special education teachers, shannon b. romano, olivia r. hester, lauren h. rollins, & randall e. schumacker, retaining special education graduate students in times of transition, karen m. potter, randa g. keeley & breanna l. sherrow, is practice in a mixed-reality environment better than role play for promoting implementation fidelity of the constant time delay procedure for special education undergraduates, melissa e. hudson, from the golden rule to the platinum rule: strategies for advancing toward cultural proficiency for special educators, rebecca d. daigneault & evan d. borisinkoff, answering wh-questions with the support of graphic organizers: effects on 8th graders with autism spectrum disorder, karin r. kliemann, miriam c. boesch & endia j. lindo, investigating the journal impact factor of special education journals indexed in the social sciences science edition from web of science , funda örnek, ruben miranda & metin orbay, experiences of a student with learning disability in science: supporting students to enhance learning, allison l. mcgrath & marie tejero hughes, the role of effective communication in co-teaching to increase student achievement, kayla y. fells, jaasep fall 2020 - click here, what parents tell their post-secondary students with intellectual and developmental disabilities about money, joanne caniglia, yvonne michali, michelle meadows, & davison mupinga, the perceived effectiveness of using mindfulness as a strategy for special educators in coping with the stress of their work environment  , lisa ciraldo, the influence of introductory coursework on preservice teachers’ sense of self-efficacy towards teaching in an inclusive classroom, moriah smothers, tori colson, nina yssel, & linda taylor, insights gained from special education pre-service teachers interviewing paraprofessionals, rob schulze, experiences of special educators in creating opportunities for students to practice self-determination, kaitlyn m. millen, lori y. peterson, jason robinson, & timothy m. luff, examining the effectiveness of fidgets on attention of elementary students with adhd, leslie a. mathews, kimberly j. osmani, & james e. martin, autism spectrum disorder: a cross-cultural variability in personal identity, dr. aftab khan & dr. michel ferrari, the development of aissend: an observation tool to assess inclusive practices  , randa g. keeley, rebecca alvarado-alcantar, & david w. keeley, exploring factors related to burnout among special education teachers in specialized schools, dr. oksana huk & dr. brian cesario, services for young children with disabilities in romania in the post-communist era, luminita hartle, amanda quesenberry, & sharon doubet, progress in education for students with intellectual disabilities in saudi arabia: evaluating status, khalid h. alshamri, jaasep spring/summer 2020 - click here, effects of mass trials versus distributed trials during a shared story reading for students with moderate to severe disabilities, mona nasir-tucktuck, joshua n. baker, cori more, k. ryan wennerlind, and stephanie devine, a pilot study of a self-determination curriculum on secondary students  , brent a. askvig, melissa naslund, evan d. borisinkoff, and rebecca daigneault, student voices: a qualitative self-awareness study of college students with disabilities, chen-ya juan, penny l. cantley, james martin, and brad mays, effects of physical activity on executive function of children with adhd, jeffery l. hart and david phillips, inclusive book club: perspectives of undergraduate participants, shawnna helf, and debra leach, constructivism, zone of proximal development and target in a multi-dimensional classroom, bradley johnson, ph.d., playgrounds for “all” children, sharon e. rouse, rose b. jones and david w. walker, challenges to collaboration, inclusion and best practices within the special education community, cecilia scott-croff, use of visual performance feedback to increase teacher use of behavior-specific praise among high school students with severe disabilities, michelle l. simmons, robin h. lock, janna brendle, and laurie a. sharp, empowering refugee families of students with disabilities, sadia warsi, and karen fitzgerald, individual education plan considerations for online learning: accommodations, carolyn l. berenson, jaasep winter 2020 - click here, transition programs for individuals with disabilities: a post-secondary college experience leading to greater independence in life and work, karen h. feathers and deborah e. schadler, use of shaping to overcome the fear of entering a restroom: a case study of a preschooler with autism, suja m. george, and tamara soemali, the effects of cra/csa explicit instruction for students with and without disabilities taught in an inclusive setting, vanessa hinton, anna gibbs, and toni franklin, cultural issues: treating & diagnosing adhd, noe ramos, and john lowdermilk, the impact of social communication on employment success for adolescents with asd, beth clavenna-deane, mary pearson, and blake hansen, hopes and hurdles: parents’ perceptions and experiences with transition planning for students with intellectual disabilities, jason robinson, and tracy gershwin mueller, how early experiences in cognitive development improve working memory and processing speed skills of children, heather dube, and sarah sarette, instruction in co-taught secondary classrooms: an exploratory case study in algebra 1, margaret p. weiss and wendy rodgers, the effects of relationship history on student responding in an academic setting, regan weston, tonya davis, and abby hodges, a brief primer of three major counseling theories for use by school-based personnel, samuel f. whitley, jaasep fall 2019 - click here, a systematic review of video modeling interventions to improve the independent living skills of students with autism spectrum disorder and intellectual disability, kaylee s. wynkoop, daniel r. wissinger, and matthew van horn, what challenges do special education teacher educators encounter while preparing novice special education teachers, laurie a. sharp & frank goode, services and supports for individuals with autism spectrum disorders in the kingdom of saudi arabia, siddiq ahmed, morgan chitiyo, and mohamad al-jaffal, how parents of students with pandas or pans perceive the educational process, patricia rice doran and elizabeth o’hanlon, the changing role of the itinerant teacher of the deaf: a snapshot of current teacher perceptions, holly f. pedersen and karen l. anderson, augmentative and alternative communication in classrooms: special education teacher competences, rashed a. aldabas, overcoming adapted physical education barriers through collaboration among special educators and administrators, scott w.t. mcnamara, lisa silliman-french, valda morgan, and tammy l. stephens-pisecco, perceived effectiveness of classroom management interventions with attention deficit/hyperactivity disorder, darlene desbrow, theory to practice: implementation achievements and challenges of response to intervention in a rural district, brenda l. barrio, kira j. carbonneau, marcus poppen, darcy miller, michael dunn, and yun-ju hsiao, general educator perceptions of school support in teaching students with an iep, faith kenny, jaasep spring-summer 2019 - click here, use of projective techniques in emotional disturbance evaluations, ryan a. allen, timothy hanchon, & bradley bornancin, developing culturally responsive transition plans using the indicator 13 checklist, meungguk park, morgan chitiyo, changdeog huh, and waganesh zeleke, an assessment of perceived antecedents to attitudes of college students towards children with autism, anthony m. denkyirah, yaw nyadu offei & emmanuel k. acheampong, exploring the effects of the autismate application on a 12 year-old boy with asd: a case study, natalie g. wall, julie ivey, and karen frederick, addressing the need for progress in special education:  understanding endrew f. and the role of special educators, laura kern, heather peshak george, lauren l. evanovich, and stephanie martinez, creating self-efficacious special educators through mentoring during teacher preparation, mary m. lombardo-graves, challenging behavior in students with an intellectual disability: promoting understanding and compassionate educational practice, evelyn bilias-lolis and alyson m. martin, exploring preservice teachers' perceptions of preparedness to teach students with disabilities, linda m. reeves, rebecca m. giles, and todd johnson, but… how helpful is that  parents’ views on the helpfulness of selected resources when making educational decisions for their young children with disabilities, maría isolina ruiz, linda flynn-wilson, lauren giovingo, and philip g. wilson, an investigation of co-teaching to improve academic achievement of students with disabilities: a meta-analysis, mickey losinski, sara sanders, robin parks-ennis, nicole wiseman, jessica nelson, and antonis katsiyannis, evaluation of the rhythmic arts project, a multi-modal rhythm-based perception and action intervention, in a school-based setting in children with autism spectrum disorders, beth a. smith, eddie tuduri, emily mostovoy, denise pannell, and chris landon, jaasep winter 2019 - click here, responding to the endrew’s decision: measuring meaningful educational benefit, deborah w. hartman, social skills for students with moderate to severe disabilities: can community based instruction help, carissa hernandez, m.a. & saili s. kulkarni, ph.d., mobile hearing screening in a rural community school in ghana, an investigation of special education preservice teachers' perspectives and practices of steam education, ashley gess, ph.d.  & nai-cheng kuo, ph.d., increasing teachers' use of behavior-specific praise with the teacher vs. student game, renée e. lastrapes, ph.d. , jennifer n. fritz, ph.d. & robert c. hasson, ed.d., building independence through self-prompting with technology, dana r. reinecke, ph.d., bcba-d, meeting the needs of students with disabilities: characteristics of universal design of instruction in odds-beating middle schools, heather kurto, m.s. ed., kristen c. wilcox, ph.d. & kristie asaro-saddler, ph.d., social skill and self-advocacy goals: an iep study, gregory w. smith, ph.d., k. alisa lowrey, ph.d. & david walker, ed.d., perspectives on current practices and barriers to training for paraeducators of students with autism in inclusive settings, emily eyrolles sobeck, ph. d & rachel robertson, ph.d., bcba-d, poverty and learning: the effects of poverty in the classroom, dr. jessie s. thacker-king, download winter 2019 issue of jaasep - download page, fall 2018 jaasep - click here, understanding the removal of classroom auditory distractors: an interactive design, gregory w. smith, ph.d., audra i. classen, ph.d., paul j. riccomini, ph.d., & robyn r. brewer, graduate student (bcba program), communication in support of students with disabilities attending career technical education, christine powell, ed.d., strategies for supporting students diagnosed with autism spectrum disorders in stem education, amelia k. moody, ph.d., dennis s. kubasko, ph.d. and allison r. walker, ph.d., gifting the ungifted: disproportionality of minority students in gifted education, nicholas catania, m.ed., prompting with wearable technology to increase teaching behaviors of a preservice special education teacher, andrew m. markelz m.ed., jonte c. taylor ph.d., mary catherine scheeler ph.d., paul j. riccomini ph.d., & david b. mcnaughton ph.d., “how am i doing” teaching children with emotional-behavioral disorders to self-manage their behaviors, lael tensfeldt, m.a., amory verroulx, m.a., bcba & jennifer n. mahdavi, ph.d, bcba-d., developing peer mediated interventions for secondary students with emotional and behavioral disorders, danielle feeney, m.ed., fostering reading motivation in self-contained classrooms for students with emotional and behavioral disorders, heidi r. cornell, ph.d., exceptional gifted in west virginia: reflections of a teacher of the exceptional gifted on the state program, dr. patricia coon, the effect of a skills-based behavioral program on raising the self-concept of individuals with mild intellectual disability in uae, dr. ousha almheiri, democratic citizenship education and inclusion: preparing preservice teachers for inclusive social studies, dennis j. urban, jr., spring/summer 2018 jaasep - click here, social skills and students with moderate to severe disabilities: can community based instruction help, carissa hernandez, ma and saili s. kulkarni, ph.d., supporting students with disabilities during group activities: five tools every inclusive mathematics educator needs, benjamin s. riden ph.d., andrew m. markelz ph.d. and m. kathleen heid ph.d., using an alternating treatment design in a co-taught classroom to measure student on-task behavior, randa g. keeley, ph.d., a whole language reading intervention: a case study, matthew glavach, ph.d. and warren pribyl, m.a., common purpose, uncommon results: a literacy collaboration for a preschooler with down syndrome, chelsea t. morris, m.ed. and rachel j. chidester, m.s., educational policy: instruction and assessment, christina m. sorrentino, increasing use of research-based practices: action research report on a college-school partnership to support instruction aligned to middle school common core math standards for students with significant disabilities, katherine trela, ph.d., wendy gladstone-brown, ed.d., norah merritt, ph.d. and leah raftis, ed.d., the impact of assistive technology on autism spectrum disorder: a systematic review, angela bollin, bs tr, ctrs, julia vandermolen, ph.d and taylor bierwagen, effects of video modeling and video modeling plus prompting and reinforcement on the daily living skills of a student with autism, kaylee s. wynkoop. ph.d., rachel e. robertson, ph.d., bcba-d and emily e. sobeck, ph.d., winter 2018 jaasep - click here, supervisory teacher coaching in k-12 classrooms, millicent carmouche and jelisa thompson, factors that may hinder the implementation of the school-wide positive behavior intervention support model, jonathan chitiyo and michael e. may, matching students to augmentative and alternative communication: a single case study, sarah dimeo, mary frances baxter, susan zapf, jane pemberton, and husny amerih, academic experiences of students who are deaf at the university of education, winneba, ghana, alexander m. oppong, joyce adu, daniel fobi, and emmanuel k. acheampong, the effect of video modeling on preschoolers’ learning who are diagnosed with autism spectrum disorder: a meta-analysis, sanpalei nylla lyngdoh, m.a. and konabe bene, ph.d., autism support teachers’ attitudes about inclusion for children with autism, twila lukowiak, ed.d., james ghareeb, b.s., sarah wadi, b.s., samantha stanis, b.s. & jack walter, disabilities and social engagement: inclusive classroom preparation for pre-service art teachers, alyssia ruggiero, student engagement in an online special education-general education graduate program, laron scott and priyadarshini pattath, mindfulness meditation with high school students who receive special education services: research recommendations from a pilot study, ernest solar, ph.d., fall 2017 jaasep - click here, implementation of a post-secondary inclusive recreation program, chris brown, ph.d., john david johnson, ph.d. & ibrahim z. elsawy, ph.d., strengthening social and emotional intelligences through writing, jeanne hager burth, ed.d. & michelle mcconnell, b.s., let’s get parents ready for their initial iep meeting, helen hammond & lawrence ingalls, preparing preservice teachers for inclusive classrooms: a state-wide survey of teacher education faculty, lucinda anne lang, ph.d. & sherry mee bell, ph.d., are we practicing what we are preaching an evaluation of self-determination instructional components in ieps at a midwestern high school, nancy lopez, ed.d. & julia b. stoner, ed.d., ccc-slp, stretch (students ready to make change): making a difference in the lives of students, effects of activity schedules on challenging behavior for children with autism, dr. rachel scalzo, dr. tonya n. davis, regan weston, elizabeth dukes, dana leeper, nandar min, allen mom, jessica stone & alex weber, alternative approaches to iep conflict: a review of the literature, laura sinkonis, m.ed., evaluating the validity and reliability of a student self-advocacy teacher rating scale, christopher m. walick, ph.d., spring/summer 2017 jaasep - click here, the history of behavioral treatments in autism: from the punitive to the positive, jennifer l. suppo, ed.d., how early experiences in a kindergarten classroom shape the development of self-regulation skills of children, eloisa darcy, ed. d., sarah sarette, ed. d., anna boghigian and marley martin, mothers’ perspectives and experiences of speech generating devices, yeunjoo lee, ph.d. and luis a. vega, ph.d., teachers' pedagogical competence in adapting curricula for children with learning difficulties (ld) in primary schools in ghana, abdul-razak kuyini alhassan and chigorom okechukwu abosi, parents are the experts: understanding parent knowledge and the strategies they use to foster collaboration with special education teams, colby kervick, ed. d, examination of social story format on frequency of undesired behaviors, robyn thompson, ph.d., and susan s. johnston, ph.d., preparing early childhood educators for blending practices in inclusive classrooms, mary donegan-ritter, ph. d. and frank kohler, ph. d., pre-service teachers assisting the transition of the student with autism from school to adulthood, jeanne hager burth, ed.d., pre-service teacher self-efficacy for teaching students with disabilities: what knowledge matters, brooke browarnik, sherry mee bell, r. steve mccallum, kelly smyth and melissa martin, variables affecting the amputees' reactions artificial limbs in the kingdom of jordan, mezyed al-adwan, yahya najjar, maha hdaib and monadel al-khateeb, winter 2017 jaasep - click here, how expert special educators effectively negotiate their job demands, shawna p. ortogero, ph.d., rhonda s. black, ed.d.  and bryan g. cook, ph.d., inclusive concurrent enrollment: a promising postsecondary transition practice for building self-determination among students with intellectual disability, amy l. cook, ph.d., felicia l. wilczenski, ed.d. and laura vanderberg, ph.d., improving outcomes for students with disabilities: identifying characteristics of successful districts, melissa devries, m.ed. and oran tkatchov, m.ed., a comparative study of teachers’ pedagogical competencies in supporting children with learning difficulties in primary schools in ghana and brunei darussalam, okechukwu abosi, ph.d, and abdul razak kuyini alhassan, ph.d., a case study of factors that influenced the attrition or retention of two first-year special education teachers, marquis c. grant, ed.d., significant outcomes in case law in the united states: autism and idea in 2013, transition issues and changes in diagnostic evaluation criteria, doris adams hill, ph.d. and jonte taylor, ph.d., effectiveness of pearson’s successmaker mathematics for students with disabilities, steven k. mckissick, teachers’ methodologies and sources of information on hiv/aids for students with visual impairments in selected residential and integrated schools in ghana, samuel k. hayford and frederick ocansey, managing asthma in elementary and middle schools: adherence to federal laws and national guidelines, ethan j. schilling, ph.d., stacey neuharth-pritchett, ph.d., yvette q. getch, ph.d. and a michele lease, ph.d., use of social narratives as an evidence-based practice to support employment of young adults with asd: practitioner’s guide, jamie thomas, m.s. and susan nix, m.ed., fall 2016 jaasep - click here, examining the attitudes of secondary general education and special education teachers toward inclusion of children with autism in general education classrooms, morghan e. bosch, ed.d., action research report: using objects to increase reading comprehension in students with significant cognitive disabilities, sheila bravo, the redundancy effect on retention and transfer for individuals with high symptoms of adhd, victoria brown, david lewis and mario toussaint, guidelines for the administration of educational programs for students who are deaf/hard of hearing, visually impaired, or deafblind, susan bruce, kay ferrell and john l. luckner, teaching reading comprehension to students with autism spectrum disorders in social studies classrooms: middle school teacher perceptions, lisa burke, wu-ying hsieh, norma lopez-reyna and kathryn servilio, general education and special education teachers’ attitudes towards inclusion, david a. hernandez, susan hueck and carmen charley, steps to becoming independent: toilet training challenges facing children with autism spectrum disorder, andrea belyea, herbert neely and julie p. jones, leadership style of head teachers of basic special schools as correlates of retention of special needs educators in southern ghana, felix kwame kumedzro, nelly otube, chomba wamunyi and mary runo, revisiting the regular education initiative: multi-tiered systems of support can strengthen the connection between general and special education, debra leach and shawnna helf, effects of inclusion classrooms on academic achievement of students with learning disabilities and students in general education, sharon ware, spring/summer 2016 jaasep - click here, the implications of a system-wide positive behavioral intervention initiative: from design to successful implementation, vance l. austin, micheline s. malow, nikki l. josephs and andrew j. ecker, creating an environment for pre-service teachers to work with learners with special needs, are we ready to have teachers with learning disabilities a study of school principals' observations, heidi flavian, ph.d., follow-up study to family members’ reactions to the initial special education meeting, dr. lawrence ingalls, dr. helen hammond, mr. carlos paez and mr. ivan rodriguez, perceptions of parents of children with autism spectrum disorders towards their partnerships with teachers, yun-ju hsiao, ph.d., brain gym: pseudoscientific practice, kevin kroeze, bae, keith j. hyatt, ed.d., and m. chuck lambert, ph.d., housing and independent living for individuals with intellectual and developmental disabilities, debra leach, ed.d., using the “asked” model to contrive motivations and teach individuals with asd to ask wh-questions in natural settings, cheryl ostryn, ph.d., bcba-d, lba, an analysis of factors influencing low enrolment and retention of girls with disabilities in integrated primary schools in embu county, kenya, njeru idah muthoni, dr. nelly otube and dr. samson rosana ondigi, employing case study methodology in special educational settings, angelise m. rouse, ph.d., retraction statement, jaasep winter 2016 - click here, the effects of special education training on educator efficacy in classroom management and inclusive strategy use for students with autism in inclusion classes, lynn d. parsons, ph.d., heather miller, ph.d. and aaron r. deris, ph.d., the effectiveness of using a social story intervention to improve social interaction skills of students with autism, mohammed al zyoudi, oshua al murhairi, enas olimat and abedsalm al zyoudi, preventing and responding to student escalation: combining de-escalation strategies and function-based support, chelsea martel and brian cavanaugh, ed.d., teaching sam to read: an integrated team approach with one child with asd, gail coulter, ph.d. and roger sasnett, ph.d., high stakes testing in the 21st century: implications for students in special education, lola gordon, ed.s., identifying and correcting barriers to successful inclusive practices: a literature review, marquis c. grant, m.ed., ed.d. and kimberly michelle jones-goods, mps, ph.d., cameras in self-contained classrooms: legal, professional and student implications, ashlee ivie, effects of an intervention on math achievement for students with learning disabilities, vivian d. kitchens, ph.d., aaron r. deris, ph.d. and marilyn k. simon, ph.d, crossing borders and building bridges: a video ethnography of special education in nuevo progresso, mexico, john lowdermilk, ph.d., mrs. julie pecina, cheryl fielding, ph.d. and mrs. lisa beccera, evaluating and using literature including people with disabilities in all classrooms, mary ellen oslick, ph.d. and mary pearson, ph.d., a pilot examination of the adapted protocol for classroom pivotal response teaching, aubyn c. stahmer, ph.d., jessica suhrheinrich, ph.d. and san diego state university, principals and teachers’ attitudes towards inclusion in israel, dr. itay hess, dr. sara zamir and ben- gurion, fall 2015 jaasep - click here, elements of good teaching and good teachers: a theoretical framework and effective strategies for special educators, vance l. austin, ph.d, what factors contribute to self-efficacy, hildy straus, ph.d., rhonda bondie, ph.d., co-teaching and collaboration: preservice teachers’ knowledge, attitudes, and perceived sense of efficacy in teaching students with disabilities, tamara m. bowlin, ph.d., sherry mee bell, ph.d., mari beth coleman, ph.d. & david f. cihak, ph.d., creating a common table: using peer mediated intervention to promote social communication skills with at-risk and autism spectrum disorder populations, dr. lesley craig-unkefer & dr. jennifer loncola walberg, home-school collaboration for students with asds: parents’ perspectives, mary a. houser, ed.d., charlotte l. fontenot, ed.d., & john spoede, ph.d., validating an observation protocol to measure special education teacher effectiveness, dr. evelyn s. johnson & dr. carrie l. semmelroth, teaching play skills through the use of assistive technology and instructional strategies: a national survey, susan s. johnston, ph.d. & robyn m. thompson, m.s., student outcomes in a blended preschool program, sybil a. keesbury, ed.d., a meta-analytic review of tactile-cued self-monitoring interventions used by students in educational settings, dr. dennis mcdougall & dr. cecily ornelles, teachers’ knowledge of special education policies and practices, pamela sanders, ph.d., spring/summer 2015 jaasep - click here, table of contents, learning disabilities today: an examination of effective and not-so-effective interventions, vance l. austin, teaching algebraic equations to middle school students with intellectual disabilities, joshua n. baker, christopher j. rivera, joseph john morgan & noelle reese, students with disabilities in the polish educational system after the political changes (2007-2012), danuta apanel, fape and lre in online learning: special education directors’ perspectives, diana greer, ph.d., danna harvey, m.s., paula burdette, ph.d. & james basham, ph.d., a preliminary investigation of the benefits of computer-aided instruction in reading decoding for students with autism spectrum disorder and other developmental disabilities, doris adams hill, phd, bcba-d& margaret m. flores, phd, bcba-d, perspective taking through film: educating pre-service and in-service teachers about autism, jacqueline p. kelleher, comparing student and teacher perceptions of the importance of social skills in a self-contained setting, joseph john morgan ph.d., nicole dobbins, ph.d., yun-ju hsiao, ph.d., nancy brown, m.ed. & kyle higgins, ph.d., inclusive education practice in southwestern nigeria: a situational analysis, samuel olufemi adeniyi, ph.d. & akinkunmi oluwadamilare adeyemi, parent perspectives on home-based intervention for young children with developmental disabilities: the parent-implemented communication strategies (pics) project in illinois, usa, hedda meadan, ph.d., bcba-d, julia b. stoner, ed.d., ccc-slp & maureen e. angell, ph.d., the digital divide and inequities for students with disabilities: needed….a bridge over troubled waters, patricia a. tyson, winter 2015 jaasep - click here, effects of the picture exchange communication system (pecs) on maladaptive behavior in children with autism spectrum disorders (asd): a review of the literature, dana battaglia and mary e. mcdonald, comparing measure of academic progress (map) and piers-harris 2 scores of students with emotional and behavioral disorders, terrence rainer chisolm, perceptions of disability and special education services: the perspectives of korean-american parents of children with disabilities, nari choi and raymond ostendorf, instructional constraints faced by learners with muscular dystrophy: a case of joytown special primary school, thika, kenya, annrose wanjiku wang’ang’a, franciscah irangi wamocho and paul kioy, the perspectives of k-12 stakeholders involved in early implementation of response to intervention (rti), nai-cheng kuo, ph.d., the role of peer guided play for children with autism spectrum disorder, amy m. papacek, ph.d., improving science scores of middle school students with learning disabilities through engineering problem solving activities, leyf peirce starling, ya-yu lo and christopher j. rivera, service delivery for high school students with high incidence disabilities: issues and challenge, edward schultz, cynthia simpson, jane c. owen and christina janise mcintyre, teaching children with autism to ask questions, katie e. squires and alyssa bickel, the principals' impact on the implementation of inclusion, carmelita thompson, fostering special education certification through professional development, learning communities and mentorship, mitzi p. trahan, dianne f. olivier and donna e. wadsworth, fall 2014 jaasep - click here, speech-language services in public schools: how policy ambiguity regarding eligibility criteria impacts speech-language pathologists in a litigious and resource constrained environment, lesley sylvan, ed.d, ccc-slp, are parents really partners in their child’s education, clarissa e. rosas, ph.d. and kathleen g. winterman, ed.d, vocational rehabilitation counselors’ perceived influences on the secondary transition planning process and postsecondary outcomes of students with disabilities, vickie miller-warren, ed.d., gender differences in emotional or behavioral problems in elementary school students, amanda malfitano, african american parental beliefs about resiliency:  a delphi study, vita jones, ph. d., kyle higgins, ph.d., randall boone, ph.d., susan p. miller, ph.d., & nancy sileo, ed.d., blending common core standards and functional skills in thematic units for students with significant intellectual disabilities, karena cooper-duffy and glenda hyer, effects of peer tutoring and academic self-monitoring on the mathematics vocabulary performance of secondary students with emotional or behavioral disorders, brittany l. hott, anya evmenova and frederick j. brigham, teaching multiplication with regrouping using the concrete-representational-abstract sequence and the strategic instruction model, margaret m. flores and toni m. franklin, student and teacher perceptions of the five co-teaching models: a pilot study, randa g. burks-keeley, m.a. and monica r. brown, ph.d., students with disabilities’ perspectives of stem content and careers, kimberly e bryant davis, a researcher’s story of assessing motor skills of children with autism spectrum disorder, casey m. breslin and alice m. buchanan, the impact of video modeling on improving social skills in children with autism, dr mohammed alzyoudi, professor  abedalziz. sartawi and dr. osha almuhiri, spring-summer 2014 jaasep - click here, using e-readers to improve reading for students with mild disabilities, amy camardese, m. eileen morelli, yehuda peled and maile kirkpatrick, importance of quality of life issues: a pilot comparison of teachers and parents of children with autism spectrum disorders, julie ivey-hatz and karen frederick, effects of early childhood education on children with hearing impairments in special schools in kiambu, murang’a and nyeri counties, kenya, chege loise w, franciscah  i. wamocho and john aluko orodho, bringing aba into early childhood routines to meet the needs of young children with asd, perceptions of pre-service teachers as they relate to professional practice, emily williams, elissa poel, miguel licona, elsa arroyos and alma meraz-rodriguez, effectiveness of transitional and follow-up programmes to community integration of young adults with intellectual disabilities (yawid) in kiambu county, kenya, margaret w. makanya, mary runo and violet wawire, family communication: strategies for building effective partnerships and working relationships, emily r. shamash and alyson m. martin, adhd in preschool:  approaches and teacher training, ajay singh and jane squires, practitioners' perceptions of their knowledge, skills and competencies in online teaching of students with and without disabilities, diana l. greer, sean j. smith and james d. basham, effects of environmental and instructional factors on student motivation and self-directed learning, anne d. burkhalter, denise a. rich-gross, ph.d., winter 2014 jaasep - click here, preservice teachers’ attitudes toward inclusive education policy in the united states, paul m. ajuwon, ph.d., effie laman, ed.d., & john c. earle, ph.d., autism spectrum disorders and implications for teachers, crystal echaniz, m.a. &  kathleen a. cronin, ph.d., stop the blame game: teachers and parents working together to improve outcomes for students with behavior disorders, melissa davis, positive and negative aspects of inclusion services, christye hayes, m.ed., ed.s., teacher perceptions of response to intervention implementation, j. kevin jenkins, ed.d  &  dia sekayi, ph.d, supporting preschool children with autism spectrum disorders (asd) and their families, dr. jin-ah kim, dr. nancy cavaretta & krystle fertig, ma, adolescence: a period of transition, leena jo landmark  &  trina geye, students with attention deficit hyperactivity disorder participating in recess, matthew d. lucas, ed.d, michael  j. justice & kelly m. rosko, issues and concerns of assessment for english language learners with learning disabilities, blanca pichardo, maximizing the potential of our youth with intellectual disabilities: rethinking functional curriculum, trust and communication: perspectives of mothers of children with disabilities on the role and importance of communication in trusting relationships with teachers, julia b. stoner ed.d., ccc-slp  &  maureen e. angell, ph.d., fall 2013 jaasep - click here, responses to positive versus negative interventions to disruptive classroom behavior in a student with attention deficit hyperactivity disorder (adhd), renee b. brown, a comparison of two curricular models of professional development to increase teacher repertoires for instructing students with autism, information needs and information seeking behavior of teachers of special education in shillong, india, bikika laloo and jocica l. buhril, helping preservice special educators scaffold the reflection process, elissa wolfe poel, monica r. brown, luis-vicente reyes, and cristóbal rodríguez, preparing preservice teachers to address bullying through cartoon lessons, audrey c. rule, stephanie r. logan, and frank w. kohler, special educator evaluation: cautions, concerns and considerations, carrie semmelroth, evelyn johnson, and keith allred, working together for learning together: supporting students and teachers with collaborative instruction, cynthia t. shamberger and marilyn friend, general education teachers’ knowledge of and attitudes toward students with attention deficit/hyperactivity disorders: are they still being overlooked and underserved, roben wallace taylor and ravic p. ringlaben, should i stay or should i go revisiting influencing factors of sped teacher attrition & retention: a review of the literature, raschelle theoharis and michael fitzpatrick, spring-summer 2013 jaasep - click here, using a four-point scaled writing rubric: improving the quantity and the quality of the writing in a first grade specialized 8:1:1 classroom, lynn carlson, effective inclusion strategies for professionals working with students with disabilities, kathleen a. hogan, marla lohmann, and rose champion, professional development to support students with disabilities in multi-tier classrooms:  a case study, brooke blanks, integrated education in contemporary poland, the effects of self-graphing on oral reading fluency for a student with e/bd within an alternative education school, sara c. mcdaniel, kristine jolivette and robin parks ennis, applied behavior analysis: current myths in public education, cheryl fielding, john lowdermilk, lauren l. lanier, abigail g. fannin, jennifer l. schkade, chad a. rose, and cynthia g. simpson, application of the rti model in learning disability diagnosis: perceptions of current practices by new jersey special education administrators, pamela e. lowry, an exploratory study of successful paperwork management techniques for novice special education teachers, richard l. mehrenberg, factors influencing teacher behavior with students with diverse learning and behavioral needs, edward k. schultz and cynthia g. simpson, educational outcomes for students with special needs: the impact of support and resources on teachers’ perceptions, traci y. sharpe, winter 2013 jaasep - click here, identifying and integrating relevant educational/instructional technology (e/it) for culturally and linguistically diverse (cld) students with disabilities in urban environments, implementing and monitoring the response to intervention process: the special educator perspective, leigh k. gates,  john c. fischetti, and amelia moody, nature and causes of locomotor disabilities in india, santoshi halder and arindam talukdar, the over identification of minority males in middle school special education programs: examining the rti modely, nicole anderson-irish, literacy based behavioral interventions and video self-modeling with students with autism spectrum disorder (asd), debra leach and jennifer rodecki, m.ed., students with speech impairments participating in recess, matthew d. lucas and carolyn r. watson, writing ieps for the audience of teachers, parents, and students: the case for the communicative individual education program, richard j. lucido, comparison of gifted and advanced students on motivation toward science learning and attitude toward science, mustafa serdar köksal, exploring the experiences of special educators following the joplin tornado, allyson palmer, addressing the shortage of speech-language pathologists in school settings, katie squires, fall 2012 jaasep - click here, factors that affect the success of students with emotional and behavioral disorders in inclusive placements, naomi arseneau m.s. ed, theoretical frameworks for math fact fluency, katherine arnold, liberty university, fape model of exceptional student education leadership, dr. russell g. dubberly, working towards math facts mastery, anne durham, district-wide pbis team questions related to using the pbis framework to transition students with challenging behaviors from an alternative school to a neighborhood school, kristine jolivette, nicole c. swoszowski, nikki l. josephs, sara c. mcdaniel, & robin parks ennis, students with obsessive compulsive disorder participating in recess, matthew d. lucas, ed.d. c.a.p.e. & amanda l. sturgis, current issues in teaching bilingual children with autism spectrum disorder, amelia m. medina and judy t. salamon, an evaluation of inclusive education of students with visual impairment in schools and university in beira, mozambique, lawrence nhemachena, samuel kusangaya, & isaiah gwitira, transition knowledge of high school special education teachers in a midwestern school district, christine peper, & kristen mcmaster, the competency based community assessment: a five step process, laura a. roberts, ph.d., & orv c. karan, ph.d., download this issue of jaasep - ( aasep members login to access download ), spring/summer 2012, resilience theory: risk and protective factors for novice special education teachers, thomas l. benjamin & rhonda s. black, the ability-achievement model versus the response to intervention model:  which model is more accurate in the assessment of diagnosing students with learning disabilities, debra camp-mccoy, a program evaluation of an inclusive model for training pre-service general education teachers to work with students with special needs, joanna e. cannon, nicole c. swoszowski, peggy gallagher & susan r. easterbrooks, evaluation of push-in/integrated therapy in a collaborative preschool for children with special needs, stephen j. hernandez, students with multiple sclerosis participating in recess, matthew d. lucas, ed.d. c.a.p.e. & jamie brentlinger, perspectives of parents who have a child diagnosed with an autism spectrum disorder, lori a. kalash, ed.d. & myrna r. olson, ed.d., high fructose corn syrup, mercury, and autism - is there a link, heather a. opalinski, the use of a functional behavioral assessment-based self management intervention for students with emotional/behavioral disorders, saleem `a. rasheed, ph. d., cecil fore, iii, ph.d., arthur jones, ed. s. & latisha smith, ph.d., teaching common core math practices to students with disabilities, michelle stephan & jennifer smith, involuntary teacher transfer in special education: concepts and strategies for teachers facing new assignments, jan stivers, sharon f. cramer & kate riordan, how one teacher, two students with visual impairments, and a three-year r & d project could change how all students learn science, vicki urquhart, download this issue of jaasep  ( naset members - login access this issue), winter 2012, consulting to support emotional behavioral disordered students: implementing a behavioral school-based approach, faith andreasen, finding opportunity in co-teacher personality conflicts, kara boyer & cory mcmillen, meeting the needs of special education students in inclusion classrooms, cathy ledoux, shanna l. graves & winona burt, community-based instruction (cbi) as a component of a successful transition plan for students with intellectual disabilities, dr. russell dubberly, postsecondary education experience for students with developmental disabilities: a look into perceptions of parents of senior high transition students on a small university campus, neil friesland & brad king, autistic spectrum disorder and assistive technology: action research case study of reading supports, james e. gentry & pam lindsey, a qualitative study of special education certification methods and how they affect teacher efficacy, the classroom infrastructure and the early learner: reducing aggression during transition times, caroline guardino & elizabeth kirby fullerton, development of web quest lesson enhancing thai reading skills for students with down syndrome at lower elementary, nantawan kaewchote & maturos chongchaikit, should children with auditory processing disorders receive services in schools, jay r. lucker, the use of a rubric as a tool to guide pre-service teachers in the development of ieps, clarissa e. rosas & kathleen g. winterman, quality care for down syndrome and dementia, amanda tedder, does repeated reading improve reading fluency and comprehension for struggling adolescent readers, kristine lynn still & christine a. flynt, the psychological, behavioral, and educational impact of immigration: helping recent immigrant students to succeed in north american schools, thomas mcintyre, ellis i.barowsky & virginia tong, high anxiety: addressing family issues in the transition of students with disabilities from middle grades to high school, nancy brigham & cynthia m. aguilar, identifying and helping struggling readers, antonio hairston, research in reading interventions for students with emotional and behavioral disorders, thienhuong hoang & michael oshiro, personal epistemology and self-efficacy in the special education teacher, bradley w. johnson, cooking for independence: middle school students gain skills while cooking, gloria mixon, a student’s guide to navigating the irb: how to successfully navigate a potentially overwhelming process, corinne m. murphy & claire verden, teacher candidates’ knowledge of special education law, pamela sanders, m.ed., a veteran special education teacher and a general education social studies teacher model co-teaching: the copd model, karen a. thomas-brown & peggy sepetys, how do job related field experiences affect job readiness in secondary transition students, michelle uetz, using music to increase math skill retention, catherine yoho, spring/summer 2011, table of contents - spring/summer 2011, attitudes among vietnamese educators towards students with disabilities and their implications relative to inclusive practices: the findings of a preliminary investigation vance l. austin, an exploration of instructional support use in a secondary science classroom, doris kennedy tyler, students with sickle cell anemia participating in recess, matthew d. lucas, who does the alternate assessment really assess, debra bruster, exploring transition education and community-based instruction for high school students with disabilities: a practice in taiwan, cheng-chen pan, correlates of attitudes toward academic and physical inclusive practices for students with disabilities and selected leadership behaviors among middle school principals in north carolina, mary a. houser, virginia dickens & terence hicks.

Study of Thai Language Oral Reading Problems for Students with Down Syndrome: Grade Range 1

Podcasting and Digital Video in the Classroom: A Call for Research

John H. Newman

Students with Fetal Alcohol Syndrome Participating in Recess

Rebecca Scheel & Matthew D. Lucas

Differentiating for Struggling Readers and Writers: Improving Motivation and Metacognition through Multisensory Methods & Explicit Strategy Instruction

Jennifer Walet

Extracurricular Activities and 504 Plans

George Wilkerson

Using an Accountability Tool to Improve the Quality of Outcomes on Individual Family Service Plans

Kristen M. Votava, Carol Johnson , & Kari Chiasson

Spring/summer  2011 jaasep - click here, winter  2011 jaasep - click here, effective teacher behaviors evident in successful teachers of students with emotional and behavioral disorders vance l. austin, ellis i. barowsky, micheline s. malow, & diane w. gómez, students with mild mental retardation participating in recess matthew d. lucas, teaching artists: serving special education students in local schools roberta levitt & louisa kramer-vida, a multi-faceted approach to successful transition for students with intellectual disabilities russell g. dubberly, high school teacher perceptions of the student assistance team process jeff stoehr & jody isernhagen, a review of research on the educational benefits of the inclusive model of education for special education students sherry l. hicks-monroe, the millennial generation special education teacher: promise or problem rich mehrenberg, one-to-one in the inclusive classroom: the perspectives of paraeducators who support adolescents with autism spectrum disorder christopher healy, the role of self-efficacy on job readiness s and career choice among people with intellectual disability in singapore jen-yi li & li li goh, download this issue of jaasep, fall  2010 jaasep - click here, identifying and working with elementary asperger’s students in rural america barton allen, vito loiacono & james s. vacca, rise to the challenge: examining the relationship of swimming & autism spectrum disorders elizabeth p. kuhfuss & matthew d. lucas, preservice general education teachers’ attitudes and knowledge of special education patricia mahar, katherine terras, kari chiasson, lynne chalmers, & tricia lee, multiple-choice tests with correction allowed in autism: an excel applet elisabetta monari martinez, the use of assistive technology for people with special needs in the uae abdurrahman ghaleb almekhalfi & sana tibi, punishment strategies: first choice or last resort twila lukowiak & jennifer bridges, picture exchange communication system for individuals with autism spectrum disorder lauren e. andersen, special education is broken lacie rader, locus of control, interest in schooling and science achievement of some deaf and typical secondary school students in nigeria r. ademola olatoye & e. mosunmola aanu, m.ed., educational solutions for children with cerebral palsy lynn driver, donna riccio omichinski, nicole miller, danielle sandella, & seth warschausky, teachers’ perceptions on special education preparation: a descriptive study clarissa e. rosas & kathleen g. winterman, comparison of metacognitive strategies used by individuals with adhd in online instruction victoria brown, download this issue of jaasep  (loggin required), spring/summer  2010 jaasep - click here.

The Relationship Between Self-Esteem and Academic Achievment of Girls with Hearing Impairments in Secondary Schools for the Deaf in Kenya Beatrice Bunyasi Awori, John K. Mugo, John A. Orodho & G. K. Karugu

Special Education and at-Risk Kindergarteners as Authors Louisa Kramer-Vida, Roberta Levitt & Susan P. Kelly

Sensory Integration Used with Children with Asperger’s Syndrome Analisa L. Smith

Use of Art/Art Work and Cognitive Skill for the Rehabilitation of Special Children of 4-9 Years of Age Zubair Hina

Social Issues Surrounding the Adolescent with Asperger Syndrome: Perceptions of Parents and Teachers Karen Hurlbutt & Elaine LaPlante

St udents with Autism Participating in Recess Matthew D. Lucas & Kourtney M. Nichols

A Comparison Between Collaborative and Authoritative Leadership Styles of Special Education Administrators Natasha W. Veale

The Effect of Embossed Picture Technique on Reading Performance of Learners with Hearing Impairments: A Case of Kambui School for the Deaf Sella Munyendo & Franciscah  Irangi Wamocho

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WINTER  2010 JAASEP - CLICK HERE

Training and Support for Parents of Children with Emotional and Behavioral Disorders

Twila Lukowiak

Recess for Students with Visual Impairments Matthew Lucas

Positive Behavioral Strategies for Students with EBD and Needed Supports for Teachers and Paraprofessionals Twila Lukowiak

Planning a Good School Experience for Children with Autism: A Family’s Story Ling-Ling Tsao & Dena Krueger

A Preliminary Study on Sight Word Flash Card Drill: Does it Impact Reading Fluency? Sharla N. Fasko & Daniel Fasko, Jr .

An Introduction to Literary Quaranic Stylistics Dr. Lubna Almenoar

Learning to Critique Disability Children’s Literature Available to Teacher Candidates in Their Local Communities Alicja Rieger

Assessing and Teaching Reading to Pupils with Reading Disabilities in Nyeri and Nairobi Districts-Kenya: The Teachers’ Opinion Mary Runo, Geoffrey Kargu & John K. Mugo

Response to Intervention and Identifying Reading Disability Thienhuong Hoang

The Importance of Identifying and Studying the Reasons Why Special Education Students Drop Out of High School Richard Wieringo

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Jaasep - spring 2009 - login required.

The Relationship Between Childhood Traumatic Experiences and Gang-Involved Delinquent Behavior in Adolescent Boys Nichole L. Adams, Sergei V. Tsytsarev, and Paul J. Meller

What Do Brothers and Sisters Think? An Investigation of Expectations of Siblings with Autism Spectrum Disorders Julie K. Ivey and Lucy Barnard-Brak

Investigating Secondary Special Educator’s Perception of Interagency Collaboration Jen Yi Li and Hsintai Lin

Resistance to Change: Overcoming Institutional and Individual Limitations for Improving Student Behavior Through PLCs John W. Maag

Preparing Students with Moderate/Severe Disabilities for Employment Peter Dragula

Academic Interventions Implemented to Teach Students with Emotional Disturbance Twila Lukowiak

From LD to Degree- Effective techniques for the Student with a Learning Disability Joshua A. Del Viscovo

Author Guid elines for Submission to JAASEP

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A Comparison of the Effects of Tactile and Auditory Stimulation and Choice on the Problem Solving of Students with Attention Problems Stacey Emmert, Suneeta Kercood and Janice A. Grskovic

Significance of Multiple Intelligence Among Children with Special Needs S.Saradha priyadarshini

Foster Youth Who Have Succeeded in Higher Education: Common Themes Thomas Lovitt and John Emerson

A Mother’s Story about Raising Children with Disabilities Sadia Warsi

Due Process: A Primer for Special Education Teachers Roberta Wiener

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JAASEP - Fall 2008 - Login Required

Social Skills Training: Evaluating its Effectiveness for Students with Learning Disabilities, Emotional, and Behavioral Disorders Gregory Campbell

Assessment Beyond IQ Donna Riccio Omichinski, Marie Van Tubbergen, & Seth Warschausky

A Qualitative Study of Students with Behavioral Problems Participating in Service-Learning Michael P. O’Connor

Incorporating Research Based Strategies to Empower Educational Staff in Supporting Students with EBD Cathy A. Bradley, Courtney Degler, Larry Zamora & Michael Fitzpatrick

Steps for Special Education Teachers to Take to Appropriately Service Students Who Practice Islam Matthew D. Lucas

Inclusive Education Lukischa Lambert

Perceptual Differences in Quality Standards Among Teachers and Related Service Personnel Who Work with Students with Emotional/Behavioral Disorders Maria L. Manning, Lyndal M. Bullock and Robert A. Gable

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Instructional Tactics That Facilitate Inclusion William N. Bender, Richard T. Boon & Joe Ann Hinrichs

Master's Level Teacher Preparation for Educating Immigrant Students with Special Needs in US Schools John J. Hoover, Ph.D., Judy Smith-Davis, Ph.D., Leonard Baca, Ed.D., & Emily Wexler Love, Doctoral Candidate

Special Education Editorial: Autism Should Be a Singular Discipline for Undergraduate Study Sara E. Nixon

No Child Left Behind: Implications for Special Education Students and Students with Limited English Proficiency Dr. Mark E. Jewell

Cultural Identity and Special Education Teachers Loretta Salas, Ed.D., & Eric J. López, Ph.D.

Special Education Debate

Natalie Bogg & Vernette Hansen

The Impact of Assistive Technology on Vocabulary Acquistion of a Middle School Student with Learning Disabilities and Limited English Proficiency James E. Gentry, Ed.D. & Pam Lindsey, Ph.D.

Seven Winnings to Inclusion Patricia Mahar, Ph.D

An Investigation of Agency and Marginality in Special Education Robert C. McOuat

“A League of Our Own”-The Implementation of the Vocabulary Football League Karen Talalas and Bill Gallache

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Table of contents.

Evaluating Childhood Bipolar Disorder: A Survey of School Psychologists Knowledge and Practices Linda A. Mayo and Joseph A. Mayo

Using the Choice-making Skills of Students with Disabilities for Educational Planning Marie Van Tubbergen, Donna Omichinski, and Seth Warschausky

Effects of Animal-Assisted Therapy on a Student with an Emotional/Behavioral Disorder Val Rae M. Boe

Self-Determination Skills in Postsecondary Students with Learning Disabilities Saleem A. Rasheed

Integrating Service-Learning in Teacher Education to Raise Disability Awareness Lynn DeCapua

Future Action Research  - The Relationship of the General and Special Education Teachers in the Inclusive Setting James D. Oliver III

Essay - Strategies for Differentiated Instruction Rachael Cook

PDF File Version of the Winter 2008 JAASEP

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Faculty Epistemological Beliefs as a Mediator to Attitudes Toward Persons with Disabilities Lucy Barnard, Tara Stevens, Kamau O. Siwatu, & William Y. Lan

Relationship Between Service Coordinator Practices and Early Intervention Services Mary Beth Bruder and Carl J. Dunst

Individualized Interventions: When Teachers Resist Sharla N. Fasko

No Child Left Behind’s Implementation in Urban School Settings: Implications for Serving Students with Emotional and Behavior Disorders Michael Fitzpatrick and Earle Knowlton

The Impact of High-Stakes Testing for Individuals with Disabilities: A Review Synthesis Richard Boon, Debbie Voltz, Carl Lawson, Sr.,and Michael Baskette

Special Education Professionals and Assistive Technology: Requirements for Preparation in a Digital Age George R. Peterson-Karlan, Jack J. Hourcade, Howard P. Parette, and Brian W. Wojcik

Book Review - The Short Bus: A Journey Beyond Normal Richard L. Mehrenberg

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JAASEP Archive

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A Meta-analytic Review: Teachers’ Attitudes Toward Students with Disabilities Thienhuong Hoang and Mark Dalimonte

Recruitment and Retention of Assessment Personnel Cynthia G. Simpson, Sharon A. Lynch, and Vicky G. Spencer

Paving the Way for Women with Asperger Syndrome Karen Hurlbutt

No Child Left Behind and Paraprofessionals: Are They Perceived To Be Highly Qualified? Heather G. Nelson, Betty Y. Ashbaker, Shannon Coetzee, and Jill Morgan

Using a Checkbook Management System to Decrease the Inappropriate Speaking-Out Behaviors of a 14-Year-Old Special Education Student Martha Smith-Fontenot and Wendy Lowe Siegel

The Section 504 Process in Middle School: Perspectives of Parents, Teachers and Section 504 Coordinators Kari Chiasson and Myrna R. Olson

Winter 2007 JAASEP - Login Required

Widely Used Disciplinary Options for Aggressive Kids: Are the Current Approaches Effective? Tracy Blankenship and William N. Bender

The Effects of Functional Communication Training on the Appropriate Behavior of a Student with Emotional and Behavioral Disorders Kristine Jolivette, Janine P. Stichter, David E. Houchins, and Christina Kennedy

School-Age Homeless Children: Crucial Transporters of Literacy Activities in the Shelter Sadia Warsi

Transition Planning: Improved Methods to Promote Student Success from High School to the Workforce Christopher Martin, Richard T. Boon, and Cordy Love

A Comparison of Inclusive versus Resource Classroom Placement for Black Students with Mild Disabilities at the Secondary Level: Is There a Need for Separation? Earle Graham, Carl Lawson, Saleem `A. Rasheed,  and Deborah Voltz

Adventure Based Learning Experience (ABLE) Robert M. White

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The Emperor Has No Clothes! Unanswered Questions and Concerns on the Response To Intervention Procedure Michael R. Baskette, Lisa Ulmer, and William N. Bender 

Creating a Motivating Classroom: What Really Motivates Students to Achieve in Secondary Content-Area Classrooms? Richard T. Boon, Vicky G. Spencer, & Tara Jeffs

Does Inclusion Work?  Teacher Verification of Proof of Impact Sherwin D. Holmes, Joyce W. Barclay, Bonnie Dupuis, Valerie K. Lewis, Morgan Platt, and Steven H. Shaha

A Glimpse into the Lives of Mothers and their Children in a Homeless Shelter: What has Changed Over the Decades? Sadia Warsi

Using Conceptual Models of Teaching to Incorporate a Dog into a Self-Contained Classroom for Students with Severe Emotional or Behavioral Disorders: A Research-Based Intervention Katherine L. Anderson and Myrna R. Olson

Improving the Spelling Performance of Students Who Are Deaf and Exhibit Characteristics Consistent with Learning Disabilities Monica Soukup

Teaching Homeless Students or Others about Homelessness:  Juvenile Literature Can Help Marissa Johnstun, Mary Anne Prater, Tina Taylor Dyches

Summer 2006 JAASEP - Login Required to Access Articles

The Perspectives and Assumptions of Pupil Appraisal Professionals in the Identification Process for Students with Behavioral Concerns Janice Rutledge Janz and Mary M. Banbury

Educational Implications for Children in Homeless Shelters and Beyond: Implications for All Educators and Child Advocates Sadia Warsi and Dorota Celinska

Research on Self-Management Techniques Used by Students with Disabilities in General Education Settings: A Promise Fulfilled? Dennis McDougall, Jim Skouge, Anthony Farrell and Kathy Hoff

Does Inclusion Help Students: Perspectives from Regular Education and Students with Disabilities Bonnie Dupuis, Joyce W. Barclay, Sherwin D. Holmes, Morgan Platt, Steven H. Shaha, and Valerie K. Lewis

What Does Health Have to Do with Transition? Everything! Ceci Shapland

Teaching Children With Autistic Spectrum Disorder: A Preschool Teacher Survey To Determine Best Practice Approach Joanne Grossi-Kliss,OTR/L

International Perspectives on Attention-Deficit/Hyperactivity Disorder: A Comparison of Teachers in the United States and Sweden Steven Carlson, William Frankenberger, Kristina M. Hall, Sara J. Totten, and Katarina House

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Research journals.

Research journals focus on experimental designs that impact the field of teaching.  These experimental designs are conducted by experts in the field of teaching reaching a wide range of subject areas.  These journals focus on statistical information such as effect sizes.  These journal articles are then turned into teacher practice journals articles that inform teachers practice.

Click on the photo of each journal to link to the publication page for subscription or single article purchase information.

References:

Exceptional Children. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ecx.

Focus on Autism and Other Developmental Disabilities. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/foa.

Journal of Early Intervention. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/jei.

Journal of Emotional and Behavioral Disorders. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ebx.

Journal of Learning Disabilities. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ldx.

Journal of Mathematics Teacher Education. (n.d.). Retrieved October 10, 2019, from https://link.springer.com/journal/10857.

Journal of Research in Special Educational Needs. (n.d.). Retrieved October 10, 2019, from https://onlinelibrary.wiley.com/journal/14713802.

Learning Disability Quarterly. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/ldq.

Teaching and Teacher Education. (n.d.). Retrieved October 10, 2019, from https://www.journals.elsevier.com/teaching-and-teacher-education.

The Journal of Special Education. (n.d.). Retrieved October 10, 2019, from https://journals.sagepub.com/home/sed.

PERSPECTIVE article

This article is part of the research topic.

Evidence-informed practice for creating meaningful individual special education programs for diverse students with learning disabilities

Integrating Disability into Equity-Focused General Education Teacher Preparation Provisionally Accepted

• 1 University of Colorado Boulder, United States

The final, formatted version of the article will be published soon.

Most students with disabilities spend the majority of their school day in general education classrooms, yet most general education teachers do not feel prepared to meet the diverse learning and social and emotional needs of these students. A key to the enactment of evidence-informed practice for creating and supporting meaningful learning experiences for students with disabilities is the preparation of general education teachers. In this article, we conceptualize the key features of high-quality teacher preparation that support general education teachers to teach students with disabilities. We illustrate how these features have been addressed in one equityfocused elementary teacher education program and provide recommendations and questions to consider for teacher preparation programs and future research. Recommendations for teacher preparation include 1) naming disability in guiding principles and program documents, 2) examining ableism, 3) integrating universal design for learning, and 4) navigating policies and practices together within higher education.

Keywords: Inclusive education, equity-focused teacher preparation, disabilities, General education, Universal Design for Learning (UDL)

Received: 17 Jan 2024; Accepted: 12 Apr 2024.

Copyright: © 2024 Boardman, Schwarz and Sollenberger. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

* Correspondence: PhD. Alison G. Boardman, University of Colorado Boulder, Boulder, United States

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Communication difficulties in autism spectrum disorder

Many individuals with autism encounter challenges in effective communication. Difficulties with both verbal and nonverbal communication can be frustrating. Still, there are a variety of therapies and alternative communication methods that can help people with autism facing language difficulties succeed in neurotypical spaces.

This post will dive into the types of communication barriers experienced by those with autism, how to recognize autism and speech delays early, and the types of therapies and accommodations that are available to aid those facing the communication challenges associated with autism.

Types of communication difficulties

Individuals with autism may approach communication in non-traditional ways and may experience verbal, nonverbal, and social communication challenges.

Language difficulties associated with ASD might include speaking in a flat tone or repeating words or phrases, known as echolalia. People with autism may also have a speech delay, meaning they may use childlike language even as adults, or they may not have developed speech at all. 1 They also may have difficulty understanding sarcasm and figurative language. 2

For individuals with autism, nonverbal communication might develop differently.

Facial expressions

Individuals with autism may face difficulty in understanding and expressing facial expressions, which are crucial for effective social interaction. Without adequate development of these skills, autistic individuals may have difficulty with interpreting social cues and engaging in meaningful social communication.

Body language

Similarly, individuals with autism may encounter challenges in understanding and utilizing body language effectively.

Underdeveloped nonverbal conversation skills can hinder their ability to engage in social interaction and may contribute to social communication difficulties.

Developing pre-language skills, such as oral language skills, may also present challenges for individuals on the autism spectrum. These difficulties can lead to repetitive or rigid language patterns and behaviors, further impacting their social interactions and communication skills.

Individuals who are neurotypical often use gestures like pointing to complement their verbal communication and typically maintain eye contact during conversations, those with autism may not exhibit these behaviors. They might not engage in typical body language or display facial expressions, which can sometimes lead to misunderstandings or difficulties in expressing their needs.

In particular, many social cues that are widely recognized by people who identify as neurotypical may be missed by someone on the autism spectrum. This can lead to awkwardness or confusion when a socially-expected script is not followed, making it hard for some people with autism to develop close relationships. 3

Additional factors contributing to communication difficulties

Some communication difficulties may be connected with other symptoms of autism spectrum disorder. These symptoms may exacerbate the communication issues or may even be their root cause.

For example, many individuals with autism may experience difficulties with sensory sensitivity. Oversensitivity to sound may make it hard for a person with autism to focus solely on their conversation. In young children, this could also make it difficult to acquire language, as other sounds in the environment may cover up speech. Sensitivity to touch, smell, or visual stimuli may also be distracting, dragging a neurodivergent person’s attention away from communicating effectively. 4

People with autism may also have difficulty recognizing others’ emotions or intentions, a skill sometimes referred to as Theory of Mind; this can make the undertone or unspoken implications of a conversation obscured to an individual with autism. 5

Many neurodivergent people also struggle with executive dysfunction. When executive functioning is impaired, it can hinder someone's ability to initiate or maintain a focus on tasks, including communication tasks. Conversely, this can cause hyperfocus, in which a person can become so focused on their task that they lose awareness of what’s going on around them, including when someone tries to get their attention. 6

Assessment and diagnosis

Early detection of the potential communication concerns associated with ASD can help prevent them or make them less severe. Autism can be detected as early as the toddler stage, with some symptoms including:

• Failure to make eye contact or reciprocate body language, like smiling 7
• Not responding to their own name 7
• Echolalia (repeating sounds or phrases over and over) 7
• “Stimming” behaviors such as hand flapping or rocking back and forth 7
• Sensory sensitivity to textures, tastes, smells, or certain noises 7

If a child is showing early signs of autism or delayed speech, a speech and language evaluation by a professional may help. This testing, performed by a qualified specialist in speech and language development, will assess various aspects of the child’s communication, as well as potential alternative causes, such as hearing loss. 8

Communication strategies

Many tools can help those facing language difficulties communicate more effectively. Augmentative and alternative communication uses additional tools to enhance communication. This could range from body language to paper tools such as spelling boards to digital tools such as text-to-speech programs. 9

Individuals with autism can also benefit from speech therapy. This therapy may help them learn both verbal and nonverbal communication strategies, including more expressive speech patterns, body language, or sign language. 10

People with autism can also be trained in social skills. This usually involves face-to-face instruction with a teacher who can offer guidance in relationship building, conversation skills, and other areas. 11

Supporting individuals with ASD

The family members or caregivers of a child with autism are the first experiences they'll have with social and linguistic development. These role models need to spend time with the child, intentionally developing these skills. Patience is key. It may take a child with autism extra time or effort to absorb what a neurotypical child might pick up quickly. 12

Inclusive education and community support can also help a child with autism succeed. Research shows that modifying classroom environments and accommodating learning differences can improve outcomes for neurodivergent students. 13

Research and innovation

Research into autism is ongoing and continually evolving.

Current studies are looking into ways to detect speech delays even earlier in childhood, augmenting communication with technology, and the effect parents have on the outcome of speech therapy and other treatments. 14

New therapies are being explored for autism and other communication challenges as well. Drug trials are making use of both new and existing medications that may reduce the severity of the core symptoms. It’s important to note, however, that the diversity among those with autism makes it difficult to determine what therapies will work. Many medications work for only a subset of those with autism in their community. 15

Success stories

Though autism can cause many difficulties, it is very possible to live a successful and fulfilling life with such a diagnosis.

Many successful performers, athletes, activists, scientists, entrepreneurs, and artists utilize their strengths and unique perspectives associated with autism.

Some famous names you might recognize—including actor Anthony Hopkins, climate activist Greta Thunberg, baseball star Jim Eisenreich, and novelist Helen Hoang—identify themselves as living with autism.

Many historical figures also may have lived with undiagnosed autism, including scientists Albert Einstein and Sir Isaac Newton, artist Leonardo da Vinci, and fairy-tale writer Hans Christian Andersen. 16

Develop the skills you need to help your students communicate

The University of Kansas School of Education and Human Sciences (KU SOEHS) is here to help you attain your educational dreams.

KU’s online master’s programs in special education are ranked #1 Best Online Master's in Special Education Programs in the nation by U.S. News & World Report and are designed to help you build a more inclusive classroom environment for all of your students. 17

If you’re ready to earn a master’s to impact your future and career trajectory, schedule a call to speak with an admissions outreach advisor today .

• Retrieved on March 15, 2024, from nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children
• Retrieved on March 15, 2024, from ncbi.nlm.nih.gov/pmc/articles/PMC3991690/
• Retrieved on March 15, 2024, from educationonline.ku.edu/community/social-difficulties-in-autism-spectrum-disorder
• Retrieved on March 15, 2024, from ncbi.nlm.nih.gov/pmc/articles/PMC3086654/
• Retrieved on March 15, 2024, from ncbi.nlm.nih.gov/pmc/articles/PMC5487761/
• Retrieved on March 15, 2024, from books.google.com/books?hl=en&lr=&id=xaafOGu0fSIC&oi=fnd&pg=PA133&dq=executive+dysfunction+and+communication&ots=WvuE27WJve&sig=Zr222n8uDTsd3w9WslJXjcjnyF4#v=onepage&q=executive%20dysfunction%20and%20communication&f=false
• Retrieved on March 15, 2024, from nhs.uk/conditions/autism/signs/children/
• Retrieved on March 15, 2024, from asha.org/public/speech/disorders/autism/#professional
• Retrieved on March 15, 2024, from autism.org.uk/advice-and-guidance/professional-practice/aug-alt-comm
• Retrieved on March 15, 2024, from nichd.nih.gov/health/topics/autism/conditioninfo/treatments/speech-language
• Retrieved on March 15, 2024, from ncbi.nlm.nih.gov/pmc/articles/PMC7670840/
• Retrieved on March 15, 2024, from verywellmind.com/how-to-care-for-someone-with-autism-5213890
• Retrieved on March 15, 2024, from ncbi.nlm.nih.gov/pmc/articles/PMC9620685/
• Retrieved on March 15, 2024, from nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children#5
• Retrieved on March 15, 2024, from sparkforautism.org/discover_article/finding-new-treatments-for-autism/
• Retrieved on March 15, 2024, from autismparentingmagazine.com/famous-people-with-autism/#Athletes_on_the_spectrum
• Retrieved on March 15, 2024, from usnews.com/education/online-education/education/online-special-education-rankings

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COE faculty presenting at American Education Research Association Annual Meeting

• Author By Olivia Schickel
• April 12, 2024

The College of Education (COE) is proud to support the faculty, faculty associates, graduate students and staff who are presenting their research surrounding education and teacher education at the American Educational Research Association (AERA)’s 2024 Annual Meeting.

View the events supported by members of the COE Community:

Wednesday, April 10

Pre-Conference Mentoring Session 8:00am to 5:00pm, Pennsylvania Convention Center, Floor: Level 100, Room 102AB Research on Learning and Instruction in Physical Education SIG (#93) Invisible College Paper: Pursuing a Favorable Future for PESP through Workforce Research and Development: Hal A. Lawson, Emily Jones, Kevin Andrew Richards

Thursday, April 11

Working Group Roundtable 9:00 to 10:30am, Pennsylvania Convention Center, Floor: Level 100, Room 109A Table Topic: A Historical Interrogation of Inequalities in Early Childhood Programs in the United States Paper: History of Asian American Early Childhood Education in the United States and Future Directions: Miranda Lin, Blythe F. Hinitz

Roundtable 12:40 to 2:10pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Dismantling Educational Injustices: Outcomes of Implementing Statewide High-Impact Tutoring (Table 13) Paper: Key Components and General Outcomes of Statewide High-Impact Tutoring: Carrie Anna Courtad, Christy Borders, and Grace Yun Kang Paper: Preparing Tutors to Use High-Impact Tutoring in Fidelity: Shengtian Wu, Jeongae Kang Paper: Student Outcomes for a Statewide High-Impact Initiative: Steven B. Mertens, Christy Borders

Friday, April 12

Paper Session 7:45 to 9:15am, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 13 Topic: Representing Black Student and Family Voices in Family, School, Community Partnerships Paper: Promoting Father Engagement in Schools: A Community-Based Initiative: Kyle Elizabeth Miller

Roundtable 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Diversity and Disruption Toward Equitable and Inclusive Education (Table 28) Paper: Disrupting Deficit Thinking Through Personal Experience: Melissa McGraw

Roundtable 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Mirrors, Windows, Sliding Glass Doors: Critical Approaches in ECE (Early Childhood Education) to Counter-Stories, Language, and Literature (Table 14) Paper: Picture Books as Anti-Oppressive Artifacts for Young Learners: A Critical Content Analysis: Xiaoying Zhao, Misha Khan, Shengtian Wu

Paper Session 9:35 to 11:05am, Philadelphia Marriott Downtown, Floor: Level 5, Salon B Topic: At the Crossroads of Bilingual Education and Special Education Paper: Flipping the Interpreter Script: Perspectives on Accessibility: Jessica Scott, G. Sue Kasun, Stephanie J. Gardiner-Walsh

Roundtable 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Utilizing Race as a Method of Inquiry (Table 18) Paper: Evading Race: A Critical Race Analysis of Vocational/Career and Technical Education Policy: Chaddrick James-Gallaway, Marci M. Rockey, ArCasia D. James-Gallaway, Rahsaan Dawson 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Research on Indigenous Issues in Education: Students With Exceptionalities; Cultural Practices and Language Production; Health Education; Reading Achievement; and Teachers’ Beliefs About Indigenous Children (Table 7) Paper: Empowering Indigenous Learners: A Cultural Capital Journey Into Reading Achievement in Australia: Gui Ying Annie Yang-Heim

Workshop 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 7 Academic Writing in Urban Education: Balancing the Tensions: Workshop: Jennifer Brooks, et. al.

Graduate Student Research in Progress Roundtable 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Room 204ABC Table Topic: Computational, Sociocultural, and Community-Based Literacies: Beliefs, Behaviors, and Practices (Table 14) Paper: Understanding the Influence of a University-Based Reading and Literacy Center Tutoring Program on Students’ Literacy Behaviors and Beliefs: Stakeholder Perspectives: Wanda D Turk

Paper Session 4:55 to 6:25pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 410 Topic: Race, Religion, and Policy Paper: Evangelical Christian Literacies and Understandings of Race and Racism in Post–World War II America: Carolyn Hunt, David Harnish

Roundtable 4:55 to 6:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Leveraging Critical Reflection to Promote Racial Literacy Among Preservice Middle-Level Teachers (Table 8) Paper: Leveraging critical reflection to promote racial literacy among preservice middle-level teachers: Kristie W. Smith, Kristina N. Falbe

Saturday, April 13

Roundtable 7:45 to 9:15am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Crafting Mixed-Methods Research Designs for Unique Educational Contexts and Purposes (Table 4) Paper: Extensive Support Needs and Mixed-Methods Research: A Systematic Literature Review Across Education Subfields: Melinda R. Snodgrass, Jeremy M. Peterson, et.al.

Roundtable 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Creating Critical and Inclusive Spaces in the Teaching Profession (Table 36) Paper: Recruiting Teacher Candidates of Color From and for an Urban District: Apryl Riley, Elizabeth A. Skinner

Symposium 9:35 to 11:05am, Philadelphia Marriott Downtown, Floor: Level 4, Room 407 Topic: Contributions and Connections: Establishing a Comprehensive Agenda for Middle-Level Education Research Paper: Directions for New Research: Middle Level Curriculum: Christopher S. Weiler, Steven B. Mertens, James F. Nagle, Stacie Kae Petit

Symposium 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 100, Room 115A Topic: Critical Inquiry and Dialogic Space Paper: Critical Inquiry, Dialogic Space and Purposeful Selection of Diverse Children’s Literature: Christina U. King, Maureen P. Boyd, Sarah D Reid

Symposium 11:25am to 12:55pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 302 Topic: How Critical Literacies Are Changing in a Post-Pandemic World Paper: Seeking the Promise of Critical Community Mapping in Teacher Education: Anna Smith, Ryan Kerr, Christopher Rogers, Munchuree Kaosayapandhu Paper: Engendering Critical Technology and Digital Media Studies in Teacher Education: Veena Vasudevan, Tinukwa C. Boulder, Mila Re, Anna Smith

Paper Session 1:15 to 2:45pm, Pennsylvania Convention Center, Floor: Level 100, Room 104B Topic: Justice-Oriented Practices and Racial Justice in Teacher Education Paper: Transformative vs. Performative: Positioning Teacher Educators in the Development of Culturally Responsive Teaching Standards: Meghan A. Kessler

Roundtable 1:15 to 2:45pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Exploring Equity-Focused Constructs and Contexts in Motivation Research (Table 14) Paper: Call to Expand Reading Motivation Constructs: Examining Reading Experiences of Black Girls and #BookTok Users: Sarah E. Jerasa, Sara Ann Jones

Roundtable 1:15 to 2:45pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Critically Examining Identities, Voices, and Literature Response With Students and Educators (Table 3) Paper: Affirming Who We Are: Teaching With Diverse Children’s Literature: Sarah D. Reid, Antonio J. Castro Paper: “Method(s) of Reordering the World”: Using Adaptation Theory to Center Inquiry in Literature Instruction: Maggie Morris Davis Table Topic: Empowering Learning: Innovation, Collaboration, and Critical Thinking in Higher Education (Table 9) Paper: Investigating the Relationship Between Personal Involvement of Student, Critical Thinking Skills, and Student Collaborative Learning: John K. Rugutt, Caroline C. Chemosit, Mohamed A. Nur-Awaleh

Symposium 3:05 to 4:35pm, Philadelphia Marriott Downtown, Floor: Level 3, Room 307 Topic: Preparing Antiracist ESOL (English for Speakers of Other Languages) Professionals: Creating Racially Just Educational Spaces for Multilingual Learners Paper: Racial Literacy Development of Preservice Teachers: Exploring Race, Culture, Language, and Privilege Through ESOL (English for Speakers of Other Languages) Coursework: Rabia Hos, Lisya Seloni

Sunday, April 14

Invited Speaker Session 9:35 to 11:05am, Pennsylvania Convention Center, Floor: Level 200, Room 201B Topic: Culturally Responsive Instructional Leadership: Disrupting Traditional Paradigms by Centering Race to Construct New Futures in P–20 Education: Armen Alvarez, et.al.

Symposium 11:25am to 12:55pm, Philadelphia Marriott Downtown, Floor: Level 4, Room 405 Topic: The Seductive Power and Harm of Religious Rhetoric in Literacy Paper: Religious Metaphors in Media on “Science of Reading”: Patricia C. Paugh, Lara J. Handsfield, Deborah Ann MacPhee Paper: Interpreting Race and Racism: Young Woman’s Auxiliary of the Southern Baptist Convention Read Scripture: Carolyn Hunt, Ziva Reimer Hassenfeld 11:25am to 12:55pm, Philadelphia Marriott Downtown, Floor: Level 4, Franklin 8 Topic: Constructing Educational Possibilities: What Disability Art and Art Education Offer in Teaching Disabled Youth Paper: Black Disabled Women Artists and the Improvisation of Confinement: Albert Stabler

Roundtable 11:25am to 12:55pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: ChatGPT, AI, and Apps: Technology and Language Instruction Across Settings (Table 11) Paper: AI-Integrated English Language Teaching in Korean K–12 Classrooms: A Systematic Literature Review: Nari Kim, Wonjin Yu, Woongsik Choi

Roundtable 3:05 to 4:35pm, Pennsylvania Convention Center, Floor: Level 200, Exhibit Hall B Table Topic: Taking Up Social Justice in Preservice Teacher Education (Table 34) Paper: Illuminating Discourses of Disruption: Teacher Candidates’ Personal Writing Experiences as Potentially Subversive: Sonia Melanie Kline, Grace Yun Kang, et al

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About half of americans say public k-12 education is going in the wrong direction.

About half of U.S. adults (51%) say the country’s public K-12 education system is generally going in the wrong direction. A far smaller share (16%) say it’s going in the right direction, and about a third (32%) are not sure, according to a Pew Research Center survey conducted in November 2023.

Pew Research Center conducted this analysis to understand how Americans view the K-12 public education system. We surveyed 5,029 U.S. adults from Nov. 9 to Nov. 16, 2023.

The survey was conducted by Ipsos for Pew Research Center on the Ipsos KnowledgePanel Omnibus. The KnowledgePanel is a probability-based web panel recruited primarily through national, random sampling of residential addresses. The survey is weighted by gender, age, race, ethnicity, education, income and other categories.

Here are the questions used for this analysis , along with responses, and the survey methodology .

A majority of those who say it’s headed in the wrong direction say a major reason is that schools are not spending enough time on core academic subjects.

These findings come amid debates about what is taught in schools , as well as concerns about school budget cuts and students falling behind academically.

Related: Race and LGBTQ Issues in K-12 Schools

Republicans are more likely than Democrats to say the public K-12 education system is going in the wrong direction. About two-thirds of Republicans and Republican-leaning independents (65%) say this, compared with 40% of Democrats and Democratic leaners. In turn, 23% of Democrats and 10% of Republicans say it’s headed in the right direction.

Among Republicans, conservatives are the most likely to say public education is headed in the wrong direction: 75% say this, compared with 52% of moderate or liberal Republicans. There are no significant differences among Democrats by ideology.

Similar shares of K-12 parents and adults who don’t have a child in K-12 schools say the system is going in the wrong direction.

A separate Center survey of public K-12 teachers found that 82% think the overall state of public K-12 education has gotten worse in the past five years. And many teachers are pessimistic about the future.

Related: What’s It Like To Be A Teacher in America Today?

Why do Americans think public K-12 education is going in the wrong direction?

We asked adults who say the public education system is going in the wrong direction why that might be. About half or more say the following are major reasons:

• Schools not spending enough time on core academic subjects, like reading, math, science and social studies (69%)
• Teachers bringing their personal political and social views into the classroom (54%)
• Schools not having the funding and resources they need (52%)

About a quarter (26%) say a major reason is that parents have too much influence in decisions about what schools are teaching.

How views vary by party

Americans in each party point to different reasons why public education is headed in the wrong direction.

Republicans are more likely than Democrats to say major reasons are:

• A lack of focus on core academic subjects (79% vs. 55%)
• Teachers bringing their personal views into the classroom (76% vs. 23%)

In turn, Democrats are more likely than Republicans to point to:

• Insufficient school funding and resources (78% vs. 33%)
• Parents having too much say in what schools are teaching (46% vs. 13%)

Views also vary within each party by ideology.

Among Republicans, conservatives are particularly likely to cite a lack of focus on core academic subjects and teachers bringing their personal views into the classroom.

Among Democrats, liberals are especially likely to cite schools lacking resources and parents having too much say in the curriculum.

Note: Here are the questions used for this analysis , along with responses, and the survey methodology .

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‘Back to school’ means anytime from late July to after Labor Day, depending on where in the U.S. you live

Among many u.s. children, reading for fun has become less common, federal data shows, most european students learn english in school, for u.s. teens today, summer means more schooling and less leisure time than in the past, about one-in-six u.s. teachers work second jobs – and not just in the summer, most popular.

About Pew Research Center Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of The Pew Charitable Trusts .

SPH Snapshot Early Spring 2024

Posting for Progress: Profiles of SPH’s Student Content Creators

Posting for Progress: Profiles of SPH’s Student Content Creators .

Meet the trio of students crafting reels, infographics, and other fun and engaging social media content to highlight education, research, and practice at the School of Public Health.

Student content creators Gwenyth Ip, Audeaneh Saberi, and Kavya Ganugapati (from left to right) with Summer Kaeppel (second from left), SPH’s social media and digital specialist. Photo by Kelly Culnan.

Megan Jones

The U.S. news media landscape is constantly evolving. News consumption via traditional channels, such as television, radio, and newspapers, is down, while news consumption via digital devices is up. For better or for worse , half of all U.S. adults report getting news from social media, and the proportion is even greater among young people. In this new era of communications, strategies for engaging audiences have changed dramatically, prompting the School of Public Health to enlist new messengers to promote its mission to the masses.

In 2023, SPH welcomed its inaugural cohort of student content creators tasked with crafting reels, infographics, and other fun and engaging social media content to highlight education, research, and practice. What was once largely a solo operation spearheaded by Summer Kaeppel , the social media and digital specialist in SPH’s Office of Marketing and Communications, has since transformed into a collaborative team effort. Now, three students dedicate five to ten hours per week to brainstorming, designing, and producing material for SPH’s Instagram , TikTok , LinkedIn , and Facebook profiles.

“The original reason we sought out student creators was to make our social media presence more representative of who the SPH community is and what it is about,” says Kaeppel. In 2022, 85 percent of current students reported regularly using Instagram, and over 70 percent said they referred to the SPH’s social media accounts as part of their decision-making process to enroll at the school.

“Content creation was the perfect way for me to bridge my passion for public health with making art and engaging with a lot of cool people,” says Kavya Ganugapati , who became SPH’s first student content creator when she began her role in May 2023. “My favorite part is probably getting to talk to different people and making people smile with content.”

Students like Ganugapati, who studies healthcare management in SPH’s Master of Public Health (MPH) program , are uniquely positioned to showcase campus life and translate research for lay audiences—activities essential to building and sustaining trust in public health, which surveys show has declined in recent years.

After the recent Alabama Supreme Court ruling in LePage v. Center for Reproductive Medicine , Ganugapati made a video explaining the watershed decision, which recognizes frozen embryos as children under state law. She expressed gratitude for the opportunity to both hone her video editing skills and learn more about the implications of the ruling from an expert, Nicole Huberfeld , the Edward R. Utley Professor of Health Law, Ethics & Human Rights and co-director of the BU Program on Reproductive Justice .

@bostonusph #CapCut Recently, the Alabama Supreme Court has ruled that frozen embryos created during fertility treatments should be considered children. SPH’s Nicole Huberfeld shares how this decision was reached and the implications that it could have on public health. #publichealth #health #bostonuniversity #news #student ♬ original sound – BU School of Public Health

“Social media provides so much perspective. It can be a great tool for learning and education,” says Audeaneh Saberi , an MPH student in epidemiology and biostatistics . Saberi and Gwenyth Ip , an advertising student in BU’s College of Communication , joined Ganugapati as student content creators in October 2023, rounding out what has since proven to be an all-star team. Kaeppel reports that post engagement (the sum of likes, comments, and saves) on SPH’s Instagram, for example, is up more than 250% from last year.

In her first TikTok for the School and one of her most popular posts to date, Saberi invites viewers to “get ready with her” as she shares her experience as an ex-vaper turned public health student, using the popular #GRWM trend to educate people on the long-term health effects of e-cigarettes, promote stronger consumer protections against dangerous additives used to flavor these products, and encourage users ready to quit.

@bostonusph GRWM while I tell you about my experiences as an ex-vaper turned public health student. You can learn more about studies referenced on our website Bu.edu/SPH #vaping #vapingfacts #bu #publichealth #gradstudent #publichealthstudent #quittingvaping #bostonuniversity #juul #publichealtheducation #fyp ♬ original sound – BU School of Public Health

“We can inform people about what is happening in the world of public health in small digestible ways,” says Saberi. Ip agrees.

“By being able to pair a video or infographic with a research article, I believe it helps visually translate research in a manner that aids understanding. As a visual learner myself, I think there is more we can do to support those who may not fully understand information through words alone,” says Ip. She also points out that because social media is free and open to everyone, posting public health content increases accessibility to information that might otherwise only live in dense academic journals, locked behind paywalls.

“I love that our digital landscape has transformed into a space where people can laugh, be educated, and have a good time,” Ip says. Her favorite creation to date is an infographic she calls “ SPH Wrapped ,” inspired by Spotify Wrapped , the audio streaming service’s viral annual marketing campaign providing listeners with data on their top genres, artists, and other activity over the past year. Ip’s version lists the School’s nine departments as its “top genres” and a selection of students, faculty, and alumni whose work was featured in stories published by SPH in 2023 as its “top artists.”

Another infographic Ip created takes inspiration from the game show Jeopardy to highlight SPH scholarship linking oil and gas flaring and venting activities to $7.4B in health damages. Jonathan Buonocore , an assistant professor of environmental health and a co-author on the study, says the post was “amazing” and gave Ip a “triple A+” for her clever design.

View this post on Instagram A post shared by BU School of Public Health (@busph)

While Kaeppel anticipated that the student creators’ varied experiences and fresh perspectives would amplify the reach and resonance of the SPH scholarship, their influence has exceeded her expectations.

“With their passion and creativity, we have been able to showcase the spectrum of our community’s work. From reproductive health to the public health implications of marketing at the Super Bowl, they let their personal public health interests guide them in creating important, informative, and sometimes funny content,” says Kaeppel. “They are also just fun, intelligent students who have added a lot of meaning to my role as social media specialist. In December 2023, an Instagram reel they all collaborated on garnered over 800k views. It was really exciting to have a ‘viral moment’ like that, and without the students, it would not have been possible.”

With Ganugapati and Saberi poised to graduate in May 2024, Kaeppel is seeking new student content creators to fill their shoes. To learn more about upcoming openings for these and other similar roles, please email [email protected] .

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How can I plan what to eat or drink when I have diabetes?

How can physical activity help manage my diabetes, what can i do to reach or maintain a healthy weight, should i quit smoking, how can i take care of my mental health, clinical trials for healthy living with diabetes.

Healthy living is a way to manage diabetes . To have a healthy lifestyle, take steps now to plan healthy meals and snacks, do physical activities, get enough sleep, and quit smoking or using tobacco products.

Healthy living may help keep your body’s blood pressure , cholesterol , and blood glucose level, also called blood sugar level, in the range your primary health care professional recommends. Your primary health care professional may be a doctor, a physician assistant, or a nurse practitioner. Healthy living may also help prevent or delay health problems  from diabetes that can affect your heart, kidneys, eyes, brain, and other parts of your body.

Making lifestyle changes can be hard, but starting with small changes and building from there may benefit your health. You may want to get help from family, loved ones, friends, and other trusted people in your community. You can also get information from your health care professionals.

What you choose to eat, how much you eat, and when you eat are parts of a meal plan. Having healthy foods and drinks can help keep your blood glucose, blood pressure, and cholesterol levels in the ranges your health care professional recommends. If you have overweight or obesity, a healthy meal plan—along with regular physical activity, getting enough sleep, and other healthy behaviors—may help you reach and maintain a healthy weight. In some cases, health care professionals may also recommend diabetes medicines that may help you lose weight, or weight-loss surgery, also called metabolic and bariatric surgery.

Choose healthy foods and drinks

There is no right or wrong way to choose healthy foods and drinks that may help manage your diabetes. Healthy meal plans for people who have diabetes may include

• dairy or plant-based dairy products
• nonstarchy vegetables
• protein foods
• whole grains

Try to choose foods that include nutrients such as vitamins, calcium , fiber , and healthy fats . Also try to choose drinks with little or no added sugar , such as tap or bottled water, low-fat or non-fat milk, and unsweetened tea, coffee, or sparkling water.

Try to plan meals and snacks that have fewer

• foods high in saturated fat
• foods high in sodium, a mineral found in salt
• sugary foods , such as cookies and cakes, and sweet drinks, such as soda, juice, flavored coffee, and sports drinks

Your body turns carbohydrates , or carbs, from food into glucose, which can raise your blood glucose level. Some fruits, beans, and starchy vegetables—such as potatoes and corn—have more carbs than other foods. Keep carbs in mind when planning your meals.

You should also limit how much alcohol you drink. If you take insulin  or certain diabetes medicines , drinking alcohol can make your blood glucose level drop too low, which is called hypoglycemia . If you do drink alcohol, be sure to eat food when you drink and remember to check your blood glucose level after drinking. Talk with your health care team about your alcohol-drinking habits.

Find the best times to eat or drink

Talk with your health care professional or health care team about when you should eat or drink. The best time to have meals and snacks may depend on

• what medicines you take for diabetes
• what your level of physical activity or your work schedule is
• whether you have other health conditions or diseases

Ask your health care team if you should eat before, during, or after physical activity. Some diabetes medicines, such as sulfonylureas  or insulin, may make your blood glucose level drop too low during exercise or if you skip or delay a meal.

Plan how much to eat or drink

You may worry that having diabetes means giving up foods and drinks you enjoy. The good news is you can still have your favorite foods and drinks, but you might need to have them in smaller portions  or enjoy them less often.

For people who have diabetes, carb counting and the plate method are two common ways to plan how much to eat or drink. Talk with your health care professional or health care team to find a method that works for you.

Carb counting

Carbohydrate counting , or carb counting, means planning and keeping track of the amount of carbs you eat and drink in each meal or snack. Not all people with diabetes need to count carbs. However, if you take insulin, counting carbs can help you know how much insulin to take.

Plate method

The plate method helps you control portion sizes  without counting and measuring. This method divides a 9-inch plate into the following three sections to help you choose the types and amounts of foods to eat for each meal.

• Nonstarchy vegetables—such as leafy greens, peppers, carrots, or green beans—should make up half of your plate.
• Carb foods that are high in fiber—such as brown rice, whole grains, beans, or fruits—should make up one-quarter of your plate.
• Protein foods—such as lean meats, fish, dairy, or tofu or other soy products—should make up one quarter of your plate.

If you are not taking insulin, you may not need to count carbs when using the plate method.

Work with your health care team to create a meal plan that works for you. You may want to have a diabetes educator  or a registered dietitian  on your team. A registered dietitian can provide medical nutrition therapy , which includes counseling to help you create and follow a meal plan. Your health care team may be able to recommend other resources, such as a healthy lifestyle coach, to help you with making changes. Ask your health care team or your insurance company if your benefits include medical nutrition therapy or other diabetes care resources.

Talk with your health care professional before taking dietary supplements

There is no clear proof that specific foods, herbs, spices, or dietary supplements —such as vitamins or minerals—can help manage diabetes. Your health care professional may ask you to take vitamins or minerals if you can’t get enough from foods. Talk with your health care professional before you take any supplements, because some may cause side effects or affect how well your diabetes medicines work.

Research shows that regular physical activity helps people manage their diabetes and stay healthy. Benefits of physical activity may include

• lower blood glucose, blood pressure, and cholesterol levels
• better heart health
• healthier weight
• better mood and sleep
• better balance and memory

Talk with your health care professional before starting a new physical activity or changing how much physical activity you do. They may suggest types of activities based on your ability, schedule, meal plan, interests, and diabetes medicines. Your health care professional may also tell you the best times of day to be active or what to do if your blood glucose level goes out of the range recommended for you.

Do different types of physical activity

People with diabetes can be active, even if they take insulin or use technology such as insulin pumps .

Try to do different kinds of activities . While being more active may have more health benefits, any physical activity is better than none. Start slowly with activities you enjoy. You may be able to change your level of effort and try other activities over time. Having a friend or family member join you may help you stick to your routine.

The physical activities you do may need to be different if you are age 65 or older , are pregnant , or have a disability or health condition . Physical activities may also need to be different for children and teens . Ask your health care professional or health care team about activities that are safe for you.

Aerobic activities

Aerobic activities make you breathe harder and make your heart beat faster. You can try walking, dancing, wheelchair rolling, or swimming. Most adults should try to get at least 150 minutes of moderate-intensity physical activity each week. Aim to do 30 minutes a day on most days of the week. You don’t have to do all 30 minutes at one time. You can break up physical activity into small amounts during your day and still get the benefit. 1

Strength training or resistance training

Strength training or resistance training may make your muscles and bones stronger. You can try lifting weights or doing other exercises such as wall pushups or arm raises. Try to do this kind of training two times a week. 1

Balance and stretching activities

Balance and stretching activities may help you move better and have stronger muscles and bones. You may want to try standing on one leg or stretching your legs when sitting on the floor. Try to do these kinds of activities two or three times a week. 1

Some activities that need balance may be unsafe for people with nerve damage or vision problems caused by diabetes. Ask your health care professional or health care team about activities that are safe for you.

Stay safe during physical activity

Staying safe during physical activity is important. Here are some tips to keep in mind.

Drink liquids

Drinking liquids helps prevent dehydration , or the loss of too much water in your body. Drinking water is a way to stay hydrated. Sports drinks often have a lot of sugar and calories , and you don’t need them for most moderate physical activities.

Avoid low blood glucose

Check your blood glucose level before, during, and right after physical activity. Physical activity often lowers the level of glucose in your blood. Low blood glucose levels may last for hours or days after physical activity. You are most likely to have low blood glucose if you take insulin or some other diabetes medicines, such as sulfonylureas.

Ask your health care professional if you should take less insulin or eat carbs before, during, or after physical activity. Low blood glucose can be a serious medical emergency that must be treated right away. Take steps to protect yourself. You can learn how to treat low blood glucose , let other people know what to do if you need help, and use a medical alert bracelet.

Avoid high blood glucose and ketoacidosis

Taking less insulin before physical activity may help prevent low blood glucose, but it may also make you more likely to have high blood glucose. If your body does not have enough insulin, it can’t use glucose as a source of energy and will use fat instead. When your body uses fat for energy, your body makes chemicals called ketones .

High levels of ketones in your blood can lead to a condition called diabetic ketoacidosis (DKA) . DKA is a medical emergency that should be treated right away. DKA is most common in people with type 1 diabetes . Occasionally, DKA may affect people with type 2 diabetes  who have lost their ability to produce insulin. Ask your health care professional how much insulin you should take before physical activity, whether you need to test your urine for ketones, and what level of ketones is dangerous for you.

Take care of your feet

People with diabetes may have problems with their feet because high blood glucose levels can damage blood vessels and nerves. To help prevent foot problems, wear comfortable and supportive shoes and take care of your feet  before, during, and after physical activity.

If you have diabetes, managing your weight  may bring you several health benefits. Ask your health care professional or health care team if you are at a healthy weight  or if you should try to lose weight.

If you are an adult with overweight or obesity, work with your health care team to create a weight-loss plan. Losing 5% to 7% of your current weight may help you prevent or improve some health problems  and manage your blood glucose, cholesterol, and blood pressure levels. 2 If you are worried about your child’s weight  and they have diabetes, talk with their health care professional before your child starts a new weight-loss plan.

You may be able to reach and maintain a healthy weight by

• following a healthy meal plan
• consuming fewer calories
• being physically active
• getting 7 to 8 hours of sleep each night 3

If you have type 2 diabetes, your health care professional may recommend diabetes medicines that may help you lose weight.

Online tools such as the Body Weight Planner  may help you create eating and physical activity plans. You may want to talk with your health care professional about other options for managing your weight, including joining a weight-loss program  that can provide helpful information, support, and behavioral or lifestyle counseling. These options may have a cost, so make sure to check the details of the programs.

Your health care professional may recommend weight-loss surgery  if you aren’t able to reach a healthy weight with meal planning, physical activity, and taking diabetes medicines that help with weight loss.

If you are pregnant , trying to lose weight may not be healthy. However, you should ask your health care professional whether it makes sense to monitor or limit your weight gain during pregnancy.

Both diabetes and smoking —including using tobacco products and e-cigarettes—cause your blood vessels to narrow. Both diabetes and smoking increase your risk of having a heart attack or stroke , nerve damage , kidney disease , eye disease , or amputation . Secondhand smoke can also affect the health of your family or others who live with you.

If you smoke or use other tobacco products, stop. Ask for help . You don’t have to do it alone.

Feeling stressed, sad, or angry can be common for people with diabetes. Managing diabetes or learning to cope with new information about your health can be hard. People with chronic illnesses such as diabetes may develop anxiety or other mental health conditions .

Learn healthy ways to lower your stress , and ask for help from your health care team or a mental health professional. While it may be uncomfortable to talk about your feelings, finding a health care professional whom you trust and want to talk with may help you

• lower your feelings of stress, depression, or anxiety
• manage problems sleeping or remembering things
• see how diabetes affects your family, school, work, or financial situation

Ask your health care team for mental health resources for people with diabetes.

Sleeping too much or too little may raise your blood glucose levels. Your sleep habits may also affect your mental health and vice versa. People with diabetes and overweight or obesity can also have other health conditions that affect sleep, such as sleep apnea , which can raise your blood pressure and risk of heart disease.

NIDDK conducts and supports clinical trials in many diseases and conditions, including diabetes. The trials look to find new ways to prevent, detect, or treat disease and improve quality of life.

What are clinical trials for healthy living with diabetes?

Clinical trials—and other types of clinical studies —are part of medical research and involve people like you. When you volunteer to take part in a clinical study, you help health care professionals and researchers learn more about disease and improve health care for people in the future.

Researchers are studying many aspects of healthy living for people with diabetes, such as

• how changing when you eat may affect body weight and metabolism
• how less access to healthy foods may affect diabetes management, other health problems, and risk of dying
• whether low-carbohydrate meal plans can help lower blood glucose levels
• which diabetes medicines are more likely to help people lose weight

Find out if clinical trials are right for you .

Watch a video of NIDDK Director Dr. Griffin P. Rodgers explaining the importance of participating in clinical trials.

What clinical trials for healthy living with diabetes are looking for participants?

You can view a filtered list of clinical studies on healthy living with diabetes that are federally funded, open, and recruiting at www.ClinicalTrials.gov . You can expand or narrow the list to include clinical studies from industry, universities, and individuals; however, the National Institutes of Health does not review these studies and cannot ensure they are safe for you. Always talk with your primary health care professional before you participate in a clinical study.

This content is provided as a service of the National Institute of Diabetes and Digestive and Kidney Diseases (NIDDK), part of the National Institutes of Health. NIDDK translates and disseminates research findings to increase knowledge and understanding about health and disease among patients, health professionals, and the public. Content produced by NIDDK is carefully reviewed by NIDDK scientists and other experts.

NIDDK would like to thank: Elizabeth M. Venditti, Ph.D., University of Pittsburgh School of Medicine.

Fellowships support student research on compostable cutlery, sustainable solutions, and shorebird conservation

Undergraduate fellowships in the College of Natural Resources and Environment allow students to design and pursue their own research projects.

• David Fleming

10 Apr 2024

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For Brian Tea, research starts at the back of Dining Services' Southgate Center. Lifting the lid of a container of food waste already starting to spoil, Tea scoops out enough to feed the composting tumblers that he is using to conduct his project, supported by an Undergraduate Research Fellowship from the College of Natural Resource and Environment (CNRE).

“My research is on compostable cutlery,” said Tea, a junior majoring in sustainable biomaterials in the Department of Sustainable Biomaterials . “I’m interested in understanding the life cycle of single-use materials and how sustainable options can provide a circular solution to waste.”

Tea tested the ability to compost cutlery made from three materials: the biodegradable polymer cellulose diacetate; polylactic acid, which is a renewable bioplastic; and the commonplace polystyrene plastics readily available at fast food restaurants.

Working under the guidance of Associate Professor Maren Roman , Tea measured the degradation processes of the various materials using an at-home composter that grinded and heated the composted materials to determine how efficiently the cutlery was able to break down.

Tea was one of eight recipients of a CNRE fellowship this past academic year. The program aims to give undergraduates both the financial resources and instructional support to conduct hands-on research.

“The CNRE Undergraduate Research Fellowship program provides students with an incredible opportunity to work side by side with our faculty to address local, state, national, and global challenges,” said Associate Dean Keith Goyne , who supervises the program. “Our undergraduate research fellows are tackling a wide range of topics in social and natural sciences, and they truly are using the fellowships to understand and improve the world.”

Applicants are eligible to receive up to $2,500 to support a research project of their own design with the sponsorship of a faculty mentor. Funding for fellowships comes in part from the generous gifts of donors to the college, whose contributions allow students the opportunity to take their education in their own hands. These grants are part of Virginia Tech Advantage , the university’s commitment to providing transformational educational opportunities to all students, regardless of income.

From materials science to making a difference

The Department of Sustainable Biomaterials focuses on training students to take on careers utilizing natural and synthetic materials to better the world.

For junior Justin Brandt, that challenge meant using one of the oldest building materials – bamboo – to enhance the use of cross-laminated timber (CLT), an engineered wood product that has become an increasingly popular material for the construction of homes and buildings.

“I think CLT is a genius building idea. It’s feasible and easy to implement, and it really blows my mind that it still isn’t used very often,” said Brandt, who switched majors on the recommendation of his roommate , junior Sage Smith. “One of the major problems is that since it is such a solid material, it’s difficult to hide wiring or piping inside of it.”

Brandt’s solution is to incorporate hollow lengths of bamboo in the solid wood timbers to provide builders with a handy, strong, and environmentally sustainable solution for hiding the plumbing and wiring that designers would prefer to have out of sight.

Brandt, who likes the challenge of tackling projects on his own, said he’s grateful to have had the chance to conduct his own research.

“I reached out to Daniel Hindman and told him my idea, and we sat down and talked about it,” Brandt said of connecting with the associate professor. “The whole experience made me feel very heard, and having the chance to express my passions in such an experiential and scientific way has been a great opportunity for me.”

Junior Rosa Williams’s dive into the subject of materials science will focus on everyday items: the small plastic bottles that hold medicine and the safety caps that keep children – and sometimes the elderly – from accessing the medicines inside.

Williams, who did a summer internship learning how plastic closure design can impact day-to-day-lives, said  her curiosity about how we determine standards for products started much earlier.

“As a kid growing up, I was always super curious about who the specific person was who could open every peanut butter jar,” said Williams, who is majoring in packaging systems and design. “Those kinds of questions led to me thinking about how we make decisions to standardize certain things.”

Williams – a recipient of the Geza Ifju Scholarship and a scholarship from the Virginia Forestry Educational Foundation – will be conducting research on how to better understand packaging challenges as they relate to children and the elderly so that designers can make choices that allow for more user-friendly packaging options.

“There are testing requirements for child-resistant packages to be elderly-friendly, but those requirements exclude people with certain disabilities, including arthritis, which is extremely common for people over the age of 60,” said Williams, who is minoring in disability studies. “I want to do an exploratory study that considers the experiences of children and seniors to better understand the physical capabilities of both groups.”

Using a hand dynamometer, which measures grip strength, and a torquemeter, to measure wrist twisting capabilities, Williams will compare the grip strengths of volunteer children and seniors against existing data to better understand the specific capacities of these two populations underrepresented in safety and accessibility measures for plastic bottles.

“My long-term career goal is to design packaging with an understanding of disabilities,” said Williams. “Improvements to plastic closures, with their vast uses across the food, beverage, and pharmaceutical industries, can make the world a more user-friendly place.”

Conservationists of a feather conference together

When Desraeli McBride showed up to present at the Wildlife Society’s annual conference in Louisville, Ketucky, this past fall, she could count on at least one familiar face: She and Max Nootbaar, both seniors majoring in wildlife conservation in the Department of Fish and Wildlife Conservation , were on hand to present research posters at the conference.

“The poster session was only two hours,” said McBride, who presented on her work with oystercatchers, a threatened bird species found along the barrier islands of Virginia. “But getting to stand there and feel like an expert with so many people coming by to ask about the research I was doing was honestly so much fun.”

McBride, a first-generation college student who graduated in December with degrees in wildlife conservation and biology, received a CNRE research fellowship to conduct her study on oystercatchers under the guidance of Professor Sarah Karpanty .

“I conducted research on Fisherman Island, which is one of the 14 barrier islands we have in Virginia,” said McBride. “I worked with American oystercatchers, which I think are the best birds in the world. For my project, I helped monitor nests and broods to determine the survival of chicks and investigate the overall habitat and cover selections of these birds.”

McBride, who aspires to be a wildlife field biologist, was the recipient of the Camp-Younts Foundation Scholarship in Wildlife. Funded by the Atkinson family, this scholarship supports the education of students studying animal conservation.

“I’ve been very supported in my time at the college, from the scholarships I’ve received, to the advising that is amazing here, to the general support from professors and students,” said McBride. “All of that has definitely made this place feel like home.”

For Nootbaar, an interest in piping plovers – those small shorebirds that race along ebbing waves hunting for food – started when he noted a small, numbered band on a bird he was watching.

“I wrote down the band number and reported the sighting, and I received a response that this individual hatched in Round Bay, Nova Scotia, in 2017,” said Nootbaar, a Charlottesville native who is graduating this spring. “I was thrilled by my small contribution to the research of this threatened species.”

That experience – and the encouragement of Logan Anderson ’22 – led Nootbaar to the Department of Fish and Wildlife Conservation, where he received an Undergraduate Student Research Fellowship to use breeding data to assess the demographic rates and population shifts of plovers, as part of a broader effort to model the species population dynamics along the Atlantic coast.

“I’m working with a data set from a banding study that was conducted on the Virginia barrier islands in 2018 and 2019,” said Nootbaar, who is also sponsored by Karpanty. “The program banded 111 adult and chicks, and several conservation organizations and wildlife agencies have been monitoring where those birds have ended up breeding over the past several years. I’m using that data to see how the Virginia population is connected to other populations in the mid-Atlantic region.”

Nootbaar, who was recently selected as the recipient of the college's David William Smith Leadership Award, also received a Dean’s International Study Abroad scholarship to travel to the Galápagos Islands for the spring semester study abroad course  Darwin’s Galápagos: Evolution in the Anthropocene .   He said his experiences in the college have motivated him to pursue a career in conservation research.

“My involvement in the Virginia Tech Shorebird Program has exposed me to the plight of shorebirds affected by climate change, habitat loss, and other anthropogenic drivers,” said Nootbaar. “Learning about these threats has strengthened my desire to conduct research relevant to the conservation and management of threatened species.”

From hands-on learners to future scientists

From improving everyday materials such as disposable cutlery and plastic pill bottles, to conserving species or designing new ways to imagine the future of housing, research fellowships are providing undergraduate students in the college with the chance to take the lead in directing their educational journeys.

“The experiential learning gained by our undergraduate research fellows is invaluable for their development as scientists,” said Goyne. “The opportunity to choose and craft their projects under the mentorship of globally-recognized experts provides students with great motivation to engage in the research and to complete the research with precision and accuracy.”

The application window for CNRE Undergraduate Research Fellowships for the 2024-25 academic year is open, and interested students in the college can learn more about the program and how to apply by visiting the undergraduate student research page . The deadline for applications is May 1.

Krista Timney

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Stanford University has opened an investigation into allegations that California’s prominent "math equity" advocate, math education professor Jo Boaler, misused research to support contentious claims that underpin her work, according to an email obtained by the Washington Free Beacon .

"We are very aware of the current controversy surrounding Professor Boaler’s work," Stanford’s vice president of alumni affairs wrote to a university alum who had reached out to officials with concerns about the allegations. "At the same time, we are firm believers in academic freedom at Stanford and grant our faculty wide latitude in pursuing their research and scholarship. We are consequently reviewing these anonymous allegations with that in mind."

Boaler herself spoke up about the complaint on Monday, weeks after it was filed in March. In a statement branded with the Stanford logo, Boaler said the allegations are "the same pattern of attack used against Black DEI faculty at Harvard." She referred to the Free Beacon, which first reported on the complaint, as a "far-right publication" and criticized a media report from the Chronicle of Higher Education as a "shoddy and indolent journalistic approach."

Stanford, which did not respond to multiple requests for comment, told  the Stanford Daily  that it is not a formal probe.

"Stanford takes such allegations seriously and considers them accordingly. The first step is to determine if the matter is one properly resolved in scholarly debate rather than through a formal university process," Stanford spokeswoman Luisa Rapport said.

Boaler, who teaches at the university’s graduate school of education, allegedly misrepresented citations to support some of her contentious claims, including that timed tests cause math anxiety and that students perform better if they aren’t graded. In her statement, she said the allegations "demonstrate a complete lack of understanding of educational research approaches, or a simple difference in interpretation of results," adding that she and "many others who have read their accusations" do not believe they "show any evidence of ‘academic misconduct.’"

Boaler leads a research center at Stanford called Youcubed , which produces teacher trainings, school curricula, summer camps, and more based on her work to promote "equitable" approaches to teaching math. Youcubed online courses for teachers can start as high as $1,800 per person, and upcoming events include a May 16 webinar featuring Boaler and Yolande Beckles—a woman who has several court judgments against her for financial fraud from the U.K. and who has rebranded herself as an "equity" education advocate in California after scamming £12,000 from poor British children.

Boaler has been an "equity" advocate for years and was the most prominent author of the recently adopted, "social justice"-focused California math framework , which seeks to guide the math instruction for the state’s nearly six million public school students. The framework is viewed by critics as undercutting math teaching standards in the name of equity.

Through her Youcubed newsletter, Boaler in 2021 touted the framework’s "social justice" approach, including the guidance—which was removed before final approval—that advanced middle schoolers shouldn’t be offered more challenging courses. She celebrated these ideas as potentially a "new mathematics future for students in California (and possibly beyond)."

She was also cited as a leading influence in San Francisco public schools’ decision to quit teaching 8th grade algebra—a policy that led to disastrous results and is in the process of being reversed. Boaler has distanced herself from the policy, saying she has always supported teaching 8th grade algebra, in a contradiction of past statements.

In 2015, after rolling out the algebra ban, the school district credited her and her Stanford research for "helping us stay strong." And in 2019, Boaler was quoted by the George Lucas Educational Foundation as a "Stanford University mathematics education professor and researcher who has worked with the district."

"San Francisco had a strong team of math coaches and leaders who knew what research was telling them and decided to take it on," Boaler said.

Update April 12, 10:00 a.m. : This post has been updated with comment from Stanford.

Published under: Education , Equity , K-12 , Stanford University

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Why is looking at a solar eclipse dangerous without special glasses? Eye doctors explain.

By Sara Moniuszko

Edited By Allison Elyse Gualtieri

Updated on: April 8, 2024 / 8:54 AM EDT / CBS News

The solar eclipse will be visible for millions of Americans on April 8, 2024, making many excited to see it — but how you watch it matters, since it can be dangerous for your eyes. 

A  solar eclipse occurs when the moon passes between the sun and Earth, blocking the sun's light . When the moon blocks some of the sun, it's a partial solar eclipse, but when moon lines up with the sun, blocking all of its light, a total solar eclipse occurs,  NASA explains . Either way, you need eye protection when viewing.

"The solar eclipse will be beautiful, so I hope that everyone experiences it — but they need to experience it in the right way," said Dr. Jason P. Brinton, an ophthalmologist and medical director at Brinton Vision in St. Louis.

Here's what to know to stay safe.

Why is looking at a solar eclipse dangerous?

Looking at the sun — even when it's partially covered like during an eclipse — can cause eye damage.

There is no safe dose of solar ultraviolet rays or infrared radiation, said  Dr. Yehia Hashad , an ophthalmologist, retinal specialist and the chief medical officer at eye health company Bausch + Lomb.

"A very small dose could cause harm to some people," he said. "That's why we say the partial eclipse could also be damaging. And that's why we protect our eyes with the partial as well as with the full sun."

Some say that during a total eclipse, it's safe to view the brief period time when the moon completely blocks the sun without eye protection. But experts warn against it. 

"Totality of the eclipse lasts only about 1 to 3 minutes based on geographic location, and bright sunlight suddenly can appear as the moon continues to move," notes an eclipse viewing guide published in JAMA , adding, "even a few seconds of viewing the sun during an eclipse" can temporarily or permanently damage your vision. 

Do I need special glasses for eclipse viewing?

Yes.  Eclipse glasses are needed to protect your eyes if you want to look at the eclipse.

Regular sunglasses aren't protective enough for eclipse viewing — even if you stack more than one. 

"There's no amount of sunglasses that people can put on that will make up for the filtering that the ISO standard filters and the eclipse glasses provide," Brinton said.

You also shouldn't look at the eclipse through a camera lens, phone, binoculars or telescope, according to NASA, even while wearing eclipse glasses. The solar rays can burn through the lens and cause serious eye injury.

Eclipse glasses must comply with the  ISO 12312-2 international safety standard , according to NASA, and should have an "ISO" label printed on them to show they comply. The American Astronomical Society  has a list  of approved solar viewers.

Can't find these, or they're sold out near you? You can also  make homemade viewers ,   which allow you to observe the eclipse indirectly — just don't accidentally look at the sun while using one.

How to keep kids safe during the solar eclipse

Since this eclipse is expected to occur around the time of dismissal for many schools across the country, it may be tempting for students to view it without the proper safety precautions while getting to and from their buses. That's why some school districts are  canceling classes early so kids can enjoy the event safely with their families.

Dr. Avnish Deobhakta, vitreoretinal surgeon at New York Eye and Ear Infirmary at Mount Sinai, said parents should also be careful because it can be difficult for children to listen or keep solar eclipse glasses on. 

"You want to actually, in my opinion, kind of avoid them even looking at the eclipse, if possible," he said. "Never look directly at the sun, always wear the right eclipse sunglasses if you are going to look at the sun and make sure that those are coming from a reliable source."

Brinton recommends everyone starts their eclipse "viewing" early, by looking at professional photos and videos of an eclipse online or visiting a local planetarium. 

That way, you "have an idea of what to expect," he said. 

He also recommends the foundation  Prevent Blindness , which has resources for families about eclipse safety.

What happens if you look at a solar eclipse without eclipse glasses?

While your eyes likely won't hurt in the moment if you look at the eclipse without protection, due to lowered brightness and where damage occurs in the eye, beware: The rays can still cause damage .

The harm may not be apparent immediately. Sometimes trouble starts to appear one to a few days following the event. It could affect just one or both eyes.

And while some will regain normal visual function, sometimes the damage is permanent. 

"Often there will be some recovery of the vision in the first few months after it, but sometimes there is no recovery and sometimes there's a degree to which it is permanent," Brinton said. 

How long do you have to look at the eclipse to damage your eyes?

Any amount of time looking at the eclipse without protection is too long, experts say. 

"If someone briefly looks at the eclipse, if it's extremely brief, in some cases there won't be damage. But damage can happen even within a fraction of a second in some cases," Brinton said. He said he's had patients who have suffered from solar retinopathy, the official name for the condition.

Deobhakta treated a patient who watched the 2017 solar eclipse for 20 seconds without proper eye protection. She now has permanent damage in the shape of a crescent that interferes with her vision. 

"The crescent that is burned into the retina, the patient sees as black in her visual field," he said. "The visual deficit that she has will never go away."

How to know if you've damaged your eyes from looking at the eclipse

Signs and symptoms of eye damage following an eclipse viewing include headaches, blurred vision, dark spots, changes to how you see color, lines and shapes. 

Unfortunately, there isn't a treatment for solar retinopathy.

"Seeing an eye care professional to solidify the diagnosis and for education I think is reasonable," Brinton said, but added, "right now there is nothing that we do for this. Just wait and give it time and the body does tend to heal up a measure of it."

Sara Moniuszko is a health and lifestyle reporter at CBSNews.com. Previously, she wrote for USA Today, where she was selected to help launch the newspaper's wellness vertical. She now covers breaking and trending news for CBS News' HealthWatch.

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