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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
Teachers' Perceptions of Successfully Sustained PBIS Programs
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
Preventing Abandonment of Augmentative and Alternative Communication (AAC) Devices for Students with Autism: Parent Perspectives for Successful Implementation
Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
Perspectives of special education teachers on students with disabilities in an inclusive setting
Workload Manageability
An Examination of Elementary School Librarians' Self-efficacy Beliefs in Serving Students with Disabilities
An Examination of Elementary School Librarians' Self-efficacy Beliefs in Serving Students with Disabilities
Augmented and Virtual Realities in Special Education Contexts
Workload Manageability