Search Results
Considering a Doctoral Degree?
Content type: Journal Article
Special educators who want to continue their education past their master’s degree or administrative certification may be unsure of what to do or what it means to earn a doctorate. For those considering pursuing a doctoral degree, it is important to...
Predictors of Autism Enrollment in Public School Systems
Content type: Journal Article
With a number of disparities present in the diagnosis and treatment of children with autism spectrum disorders, the education system plays a crucial role in the provision of both these service elements. Based on school and federal census data, this article...
Predicting Special Educators’ Intent to Continue Teaching Students with Emotional or Behavioral Disorders in Self-Contained Settings
Content type: Journal Article
Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these...
COACHED (Capturing Observations and Collaboratively sHaring Educational Data)
Content type: Teacher Resource
Dr. Rachel Kunemund is a Research Assistant Professor in the School of Education and Human Development at the University of Virginia. She manages the S4 OSEP Stepping Up Technology Implementation grant, and is Co-Principal Investigator for the newly funded VERIFY Stepping Up project. Her research interests focus efforts to improve outcomes for young students with chronic problem behavior in school settings. Specifically, her expertise and program of research focuses on early student-teacher relationships, coaching processes, as well as student behavioral and academic outcomes.
Teacher Self-Advocacy for the Shared Responsibility of Classroom and Behavior Management
Content type: Journal Article
Special education teachers who work with students with social, emotional, and behavioral challenges spend much of their time advocating for students, but often forget to advocate for themselves. Supporting students with behavioral needs across school...
Teacher Self-Advocacy for the Shared Responsibility of Classroom and Behavior Management
Content type: Journal Article
Special education teachers who work with students with social, emotional, and behavioral challenges spend much of their time advocating for students, but often forget to advocate for themselves. Supporting students with behavioral needs across school...
Relationships With School Administrators: Leveraging Knowledge and Data to Self-Advocate
Content type: Journal Article
The field of special education continually laments teacher turnover and attrition. Special education teachers across all career phases, novice to veteran, describe being overwhelmed by heavy caseloads and too much paperwork, as well as having a lack of...
The Effects of Early Care and Education Settings on the Kindergarten Outcomes of Doubly Vulnerable Children
Content type: Journal Article
Program administrators and policy makers have placed a priority on expanding access to inclusive, center-based early care and education (ECE) for low-income children with special needs, a “doubly vulnerable” population characterized by academic and social...