Data-based instruction (DBI) is a process in which teachers use progress data to make ongoing instructional decisions for students with learning disabilities. Curriculum-based measurement (CBM) is a common form of progress monitoring, and CBM data are placed on a graph to guide decision-making. Despite the central role that graph interpretation…

Our main purpose in this study was to investigate the levels of and the relationship between familiarity, confidence, training, and use of problem behavior interventions by special education teachers working with learners with autism spectrum disorder (ASD) in school settings. A total of 80 special education teachers in South Carolina and Virginia…

This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in positive outcomes among intervention group participants' knowledge and capacities. The intervention group exhibited statistically significant changes in…

Early childhood and early childhood special education programs have predominantly been separate teacher preparation programs that prepare novice teachers for general or special education settings. However, with a growing shift toward inclusion, as well as a shortage of educators with training to teach all children, there is a need for teacher…

We used 14 years of state licensure and classroom data from Virginia to follow 19,878 special education teachers (SETs) who completed either the alternative route (AR) internship or traditional programs. Findings reveal that a greater percentage of SETs of color participated in AR programs compared to traditional licensure programs, while a…

Knowledge of instructional strategies in cotaught K-12 classrooms raises awareness of this unique collaboration for benefitting students with disabilities. The purposes of this qualitative study were to (1) identify pedagogical strategies that facilitate coteaching in inclusive environments and (2) explore the relevance of coteaching teams and…

This interview study with special education teachers in rural and urban school divisions within Virginia, USA, reports instructional strategies that support outcomes for students with social emotional mental health (SEMH) needs. Evidence-based strategies from the interviews are delineated for teachers who work with this highly vulnerable…

The COVID-19 pandemic affected the ways in which school districts provide educational services to all students, especially students with disabilities. Eligible U.S. students with disabilities have a right to a free, appropriate public education (FAPE) under the Individuals with Disabilities Education Act (IDEA), and students with disabilities who…

A web-based survey was disseminated to examine the relationship between high school special education teachers and direct-service transition professionals' understanding of stakeholders' roles in transition, frequency of communication with transition stakeholders, and level of collaboration among stakeholders. Path analyses were also conducted to…

There is a national shortage of special education teachers, so it is imperative to retain special educators in the field (Carver-Thomas & Darling-Hammond, 2017). The most commonly cited reason special education teachers shared for leaving is lack of support from their administration. The purpose of this qualitative study was to explore how…

Special education teachers enrolled in a Virginia-based alternate route certification program were surveyed to determine if they perceived the program was valuable for creating effective special educators, and the focus of the study was on the effectiveness of alternative route programs for teacher preparation. The literature review showed scant…

Introduction: This article describes the development and initial assessment of a set of tactile crayons that can produce different textured lines and areas on standard paper. Method: An assessment of the need for tactile crayons was performed through the use of surveys and focus groups from which a set of six tactile crayons was developed.…

Online and distance education strategies offer a path for closing opportunity gaps for students with disabilities because of digital technologies' flexibility and capacity for differentiation, but fully online schooling does always guarantee an inclusive education. The COVID-19-induced shift to remote learning highlighted the need for more insight…

There is a need for both special education teachers and Board Certified Behavior Analysts (BCBAs) who are trained to work in rural school settings with students with disabilities and problem behaviors. The specific challenges presented by rural communities, such as diminished access to resources and fewer community partners, can make it difficult…

To explore the accessibility of school-wide positive behavioral interventions and supports (SWPBIS) for students with severe disabilities, we conducted a survey of 179 schools implementing SWPBIS during the 2015-2016 school year. Personnel from each school reported the frequency and level of importance of SWPBIS implementation across Likert-type…