Volume 48 - December 2024
Original Article
Implementing ‘The Zones of Regulation’ for Autistic Students: Teacher Perceptions and Practices
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- 18 November 2024, pp. 79-89
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A Preliminary Study Connecting School Improvement and MTSS With Student Outcomes
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- 28 November 2023, pp. 1-15
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Literature Review
Supporting Co-Regulation and Development of Self-Regulation Skills in Students With Intellectual Disabilities: A Scoping Review
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- 18 September 2024, pp. 90-106
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Original Article
Transition From Primary to Secondary School From the Perspectives of Students With Autism Spectrum Disorder and Concomitant Intellectual Giftedness
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- 29 November 2023, pp. 16-29
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Literature Review
Stakeholder Collaboration in the Education of Australian Students With Autism Spectrum Disorder: A Systematic Review
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- 25 October 2024, pp. 107-121
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Original Article
‘That’s Not Something That’s Necessarily on the Radar’: Educators’ Perspectives on Dysgraphia
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- 08 January 2024, pp. 30-45
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Making Reasonable Adjustments for Students With Disability in Australian Mainstream Classrooms: A Scoping Review
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- 21 March 2024, pp. 46-63
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Special Education Perspectives
Teachers’ Perceptions of Formative Assessment for Students With Disability: A Case Study From India
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- 16 September 2024, pp. 122-135
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Literature Review
The Case for Special Education Teacher Wellbeing: A Multidimensional Review of the Evidence and Future Directions
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- 08 January 2024, pp. 64-77
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Corrigendum
Stakeholder Collaboration in the Education of Australian Students With Autism Spectrum Disorder: A Systematic Review – CORRIGENDUM
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- 11 November 2024, p. 136
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Making Reasonable Adjustments for Students With Disability in Australian Mainstream Classrooms: A Scoping Review – CORRIGENDUM
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- 04 April 2024, p. 78
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