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Providing Multiple Means of Action and Expression in the Early Childhood Classroom Through a Universal Design for Learning Framework
Katrina A. Hovey, Ariane N. Gauvreau, and Marla J. Lohmann

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Our Students’ Minds Matter: Integrating Mindfulness Practices into Special Education Classrooms
Danielle Magaldi Ph.D. and Jennie Park-Taylor Ph.D.

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Teacher Needs for Educating Children with Autism Spectrum Disorders in the General Education Classroom
Kim Finch, Robert Watson, Cynthia MacGregor, and Natalie Precise

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Effects of Teacher Praise on Attending Behaviors and Academic Achievement of Students with Emotional and Behavioral Disabilities
Andrew M. Markelz M. Ed and Jonte C. Taylor Ph.D

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Using a Universal Design for Learning Framework to Provide Multiple Means of Representation in the Early Childhood Classroom
Ariane N. Gauvreau, Marla J. Lohmann, and Katrina A. Hovey

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Exploration of Training Needs of Paraprofessionals to Support Students with Disabilities
Amy Lichte M.Ed and Andrew R. Scheef Ph.D.

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Universal Design for Transition: A Conceptual Framework for Blending Academics and Transition Instruction
LaRon A. Scott and Lauren Bruno

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Effects of Digital-Based Math Fluency Interventions on Learners with Math Difficulties: A Review of the Literature
Lauren E. Cozad and Paul J. Riccomini

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Teacher Knowledge of Attention-Deficit/Hyperactivity Disorder and Classroom Management
Sarah J. Bolinger, Dr. Winnie Mucherah, and Dr. Andrew M. Markelz

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Peer-Mediated Instruction and Intervention to Support the Academic Achievement of Secondary Students with Autism Spectrum Disorder: A Systematic Review of the Literature
Michael W.M. Mahoney Ph.D.