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Volume 25, Issue 2

December 2022

ISSN 2159-4341

eISSN 2331-4001

Introduction

Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices

Rebekka J. Jez, EdD; Clara M. Hauth, PhD; Lauren H. Ramers, M.A

Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)

David R. Johnson; Martha L. Thurlow; Yi-Chen Wu; Xueqin Qian; Ernest Davenport; Cynthia Matthais

Examination of Chinese Teachers' Attitudes Towards Inclusive Education

Jun (AJ) Ai, Ph.D., BCBA; Jihong Zhang, M.Ed; Eva Horn, Ph.D; Hao Liu, Ph.D; Jingjing Huang, M.Ed; Yanjuan Ma, M.Ed

Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms

Irene Looi; Cammarie Johnson

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Introduction

The Italian Translation of the Supports Intensity Scale-Children (SIS-C Italian): Measurement Invariance and Differences

Leslie A Shaw, James R Thompson, Marco Lombardi, Luigi Croce, Roberta Speziale, Tiziano Gomiero, Karrie A Shogren

Introduction

Perspectives of Service Providers on Supports for Students with Autism Spectrum Disorders in Iran

Kristie Asaro-Saddler, Ph.D, Hedayat Ghazali, M.S, Haley Muir-Knox, M.S Ed.

Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms

Irene Looi, Cammarie Johnson

Division of International Special Needs Education
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eISSN 2331-4001
ISSN 2159-4341

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