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Volume 25, Issue 2
December 2022
Issue Cover
ISSN 2159-4341
eISSN 2331-4001
Introduction
View Articletitled, Introduction
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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
View Articletitled, Transforming Educators in the United States and South Africa: An International Collaboration to Enhance Culturally Responsive Inclusive Practices
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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
View Articletitled, Youth and Parent Participation in Transition Planning in the U.S.A.: Findings from the National Longitudinal Transition Study 2012 (NLTS 2012)
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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
View Articletitled, Examination of Chinese Teachers' Attitudes Towards Inclusive Education
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Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms
Irene Looi; Cammarie Johnson
View Articletitled, Examining the Effects of Behavioral Skills Training on Social Praise Delivery in Malaysian Classrooms
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All Issues
  • eISSN 2331-4001
  • ISSN 2159-4341
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