Providing transition planning and services to students with emotional disturbance (ED) can enhance their success in postsecondary education, employment, and independent living. This qualitative study explores how special educators in Riyadh, the capital city of the Kingdom of Saudi Arabia (KSA), perceive the necessity of promoting transition…

Academically talented students with autism, also known as twice-exceptional students with autism (2eASD), are increasingly identified in school. These students present challenges to educators who attempt to plan and implement successful instructional opportunities, as teachers' knowledge and use of evidence-based practices (EBPs) for students…

Work-based learning experiences (WBLEs) are an important part of vocational programming for students with extensive support needs (ESN); however, the development and implementation of these experiences can present challenges for special education teachers. The purpose of this qualitative study was to explore the challenges that special education…

Work-based learning experiences (WBLEs) provide students with opportunities to learn about careers and gain work skills required for post-school employment. WBLEs may be especially important for students with extensive support needs (ESN) who often struggle to access competitive, integrated employment after graduation. The purpose of this study…

This study uses nationally representative data for the United States from the Basic Monthly Current Population Survey to document how teachers' hours of work have changed in 2020 and 2021 relative to typical labor supply levels and to the hours worked by other college-educated professional workers. Controlling for demographics, teachers' hours…

The purpose of this survey was to explore the uniformity of current life skill programs by identifying how individuals are provided instruction in the daily living skills needed to complete routine life functions, through categorizing common curriculum themes and standard program formats. Methods: Special education professionals (N=100) working…

This study investigated teachers' perceptions of barriers to planning and organizing work-based learning experiences (WBLEs) for students with intellectual disability. Participants were high school special education teachers who had at least one student with an intellectual disability age 14 or older on their caseload (N = 256). Teachers were…

Coaching is an essential component of supporting teachers to implement evidence-based practices (EBPs) in classrooms. The Self-Determined Learning Model of Instruction (SDLMI), an EBP designed to promote student self-determination, uses a research-based coaching model with six guiding principles. This qualitative study analyzed the content of…

Teacher evaluation has been closely tied to professional development. In special education, professional development experiences are meant to promote special educator learning and implementation of high leverage practices. Yet, the connection between teacher evaluation outcomes and professional development decisions of special educators is largely…

Project-based learning (PBL) in inclusive classrooms has the potential to provide meaningful and collaborative learning experiences that develop students' academic and social-emotional learning skills. This qualitative study focuses on the voices of secondary students with disabilities (SWDs) by examining their perceptions of PBL in English…

The well-being of teachers is a critical concern with significant implications for teaching effectiveness and student outcomes. However, there exists a notable gap in the literature concerning the well-being of pre-service teachers. Moreover, there is a scarcity of research focusing on the unique challenges faced by prospective special education…

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…

For years, policymakers, districts, and scholars have pushed for the inclusion of more Black male teachers in US public schools; however, their even smaller subset--Black male special education teachers--has been ignored, particularly by scholars. The results of this study provide insight into the recruitment and retention of Black male special…

Traditional approaches to professional development for inclusive education narrowly frame inclusive education as a special education reform. Such approaches emphasize technical practices rather than surfacing and disrupting harmful ideologies that normalize the segregation of students with disabilities. Alternatively, there is potential for a…

The cross-sectional study ascertained prevalence rates of stress-related outcomes of 490 special educators (i.e., major depressive disorder, generalized anxiety disorder) and examined the relative importance of variables hypothesized as predictive of stress outcomes (i.e., psychosocial model of stress, school/teacher variables). Over 60% scored at…