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Volume 22, Issue 2

1 December 2019

ISSN 2159-4341

eISSN 2331-4001

In this Issue

Feature Articles

Feature Articles

The usefulness of the ICF framework in goal setting for students with autism spectrum disorder

Irene Rämä, PhD; Elina Kontu, PhD; Raija Pirttimaa, PhD

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Re-examining Evidence Based Practice in Special Education: A Discussion

Robert L. Williamson; Andrea Jasper; Jeanne Novak; Clinton Smith; William Hunter; Laura Casey; Kay Reeves

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In Search of Equivalent Social Participation: What do Caregivers of Children with Disabilities Desire Regarding Inclusive Recreational Facilities and Playgrounds?

Tina L. Stanton-Chapman; Eric L. Schmidt

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Pre-service Teachers' Willingness to Engage in Inclusive Teaching: An Explanatory Model

Orit Gilor; Michael Katz

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Barriers to Including Children with Disabilities in Egyptian Schools

Elsayed Elshabrawi A. Hassanein, Taha Rabie Adawi, Evelyn S. Johnson

Arabic Version of the Arc's Self-Determination Scale for Saudi Female Adolescents with Intellectual Disabilities, Learning Disabilities, and Multiple Disabilities

Aseel S. Alsuhaibani, Ph.D., Anya S. Evmenova, Ph.D., Heidi J. Graff, Ph.D., Jodi M. Duke, Ed.D.

The usefulness of the ICF framework in goal setting for students with autism spectrum disorder

Irene Rämä, PhD, Elina Kontu, PhD, Raija Pirttimaa, PhD

Pre-service Teachers' Willingness to Engage in Inclusive Teaching: An Explanatory Model

Orit Gilor, Michael Katz

In Search of Equivalent Social Participation: What do Caregivers of Children with Disabilities Desire Regarding Inclusive Recreational Facilities and Playgrounds?

Tina L. Stanton-Chapman, Eric L. Schmidt

Issues

Feature Articles

The usefulness of the ICF framework in goal setting for students with autism spectrum disorder

Re-examining Evidence Based Practice in Special Education: A Discussion

In Search of Equivalent Social Participation: What do Caregivers of Children with Disabilities Desire Regarding Inclusive Recreational Facilities and Playgrounds?

Pre-service Teachers' Willingness to Engage in Inclusive Teaching: An Explanatory Model

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