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Effectiveness of Inclusion in K-12 Schools on Students’ Academic Performance
School Psychologists' Perspectives
Teachers' Perceptions of Successfully Sustained PBIS Programs
Trauma-Informed Care
Teacher Preparedness for Educating Students with Emotional Disturbances within the Inclusive Setting
Key Factors Contributing to the Academic Success of African American Males with a Disability
Multi-Sensory Room Usage in Medium-Sized Elementary Schools in Western PA: A Case Study
New Elementary School Teachers' Perceptions of Classroom Management
Reading Instruction for Students with Reading Disabilities
Perceptions and Pragmatics of Therapy Dog Implementation in Schools
An Examination of the Special Education Cyclical Monitoring Process through a Socio-Technical System’s Lens
Transition Experiences of College Students with Disabilities between High School Graduation and Enrollment in Postsecondary Education and its Correlation with Student Self-Determination, College Readiness, and Registration for Disability Services During t
Significance of Academic and Social/Emotional Accommodations and Supports
Creating a Trauma Informed School
A Multi-level Quantitative Analysis on Factors Affecting Special Education Compliance
Special Education Teacher Job Satisfaction
Special Education Teacher and Administrator Perception of the Teacher Evaluation Process in Western Pennsylvania
The Untapped Superpower of Comics
Exploring Student Understanding and Perception of Crisis Intervention Using a Trauma Informed Approach versus a Restraint Based Approach
Analyzing and Comparing Similarities and Perceptions of Current status and of Years of Experience Regarding Positive Behavioral Interventions and Supports (PBIS) Tier 1 Implementation Across Multiple K-6 Schools