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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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The Sustainability of Schoolwide Positive Behavior Interventions and Supports
Content type: Journal Article
A summary of the available literature on sustainability is provided and recommended sustainability features are applied to implementation of schoolwide positive behavior interventions and supports (SWPBIS). One hundred and seventeen schools from 6 states...
Collaboration Between Special and Physical Education
Content type: Journal Article
Physical education and active lifestyle have countless benefits to all students, especially those with disabilities. Collaboration between special and physical education professionals is a critical component for ensuring students’ well-being. This article...
Making Inclusion Work With Co-Teaching
Content type: Journal Article
Co-teaching is considered essential to the process of including students with special needs into the general education classroom. Fortunately, most general education teachers are positively disposed toward co-teaching and inclusion. However, observed...
The Role of School-Based Colleagues in Shaping the Commitment of Novice Special and General Education Teachers
Content type: Journal Article
We compare beginning special and general education teachers’ access to school-based colleagues. Our findings demonstrate that colleague relationships are critical for the experiences of beginning teachers, as are the school organizational norms that these...
Mentoring in Action
Content type: Journal Article
The growing emphasis on teacher accountability has led to increased integration of teacher evaluation and new teacher mentoring. This study examined professional and emotional mentoring supports within an urban school district that centered its induction...
Addressing the Needs of Adolescents With Autism Spectrum Disorder
Content type: Journal Article
The outcomes of students with autism spectrum disorder (ASD) are driving the field to address how secondary education might be optimally designed and delivered. We conducted 28 focus groups across four states to explore the contexts, considerations, and...
Don't Meet Just to Meet: Collaborating for Successful Meetings
Content type: Event
Don't Meet Just to Meet: Collaborating for Successful Meetings HLP Webinar Series - HLP #2: Organize and facilitate effective meetings Presented by Marilyn Friend, Ph.D. *** Date Change: This webinar will now be held Thursday, Oct. 29, from 4-5 p.m. ET ***...
Literacy Learning Cohorts
Content type: Journal Article
Two professional development (PD) models for teachers were compared on teacher and student outcomes. Special education teachers participated in Literacy Learning Cohorts (LLC), a PD innovation designed to improve content and pedagogical knowledge for...
Promoting Open Science to Increase the Trustworthiness of Evidence in Special Education
Content type: Journal Article
Scientific evidence should guide the selection of practice for individuals with disabilities. Scientific evidence, however, must be trustworthy to move special education toward greater empirical certainty and more effective policies and practices...
Special Educators’ Working Conditions in Self-Contained Settings for Students With Emotional or Behavioral Disorders: A Descriptive Analysis
Content type: Journal Article
Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less...