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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

Abstract

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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

Abstract

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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

Abstract

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

Orit Gilor; Michael Katz

Abstract

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Repeated Reading with Performance-Feedback to Improve Oral Reading Fluency in Saudi Arabian Students with Autism Spectrum Disorders

Ahmed Al Naji, Bridget M. Green, Reva Mathieu-Sher, Elizabeth McCallum

Inclusive Education in Yemen: Policies, Practices, and Barriers

Tameem Yahya Ali Basha, Abdo Saeed Al-Sana'ani, Sadeq Abdo Saif Al-Mekhlafi

Views of Peidu: Mothers Accompanying Children with Autism and Other Developmental Disorders to School in China

Helen McCabe, Tian Jiang, Susan M. Klein, Xueqin Qian, Ling-Ling Tsao

Perspectives of Greek Adults Who are Deaf or Hard-of-Hearing About Their Educational Experiences

Kevin J. Miller, Eleni Morfidi, Areti Okalidou, Spyridon-Georgios Soulis

Introduction

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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