Murray State University


Editor-in-Chief: Jamie Mahoney, Murray State University
Associate Editors: Debbie Schumacher, Campbellsville University

Kentucky Teacher Education Journal

The purpose of the Kentucky Teacher Education Journal (KTEJ) is to provide a forum for the dissemination of original research, critical issues, information and ideas concerning teacher preparation to advance instruction for educators of exceptional and gifted children, for a positive impact on the education of students with and without disabilities. This journal has a focus of national, regional and state perspectives and research related to teacher education issues in special education and gifted education.

Call for Proposals

Kentucky Teacher Education Journal (KETJ)
Special Edition
Surviving COVID 2020

The Kentucky Teacher Education Division (TED) of the International Council for Exceptional Children is planning to publish a special edition of our online, refereed journal, KTEJ, Surviving COVID 2020. KTEJ seeks faculty proposals for articles that promote original research ideas related to teaching during the Covid Pandemic 2020 discussing excellence in student learning. Proposals are due by December 31, 2020.

The Kentucky Teacher Education Division (TED) of the International Council for Exceptional Children invites proposals from Kentucky presenters with original research from any of the virtual conferences you have presented since the COVID 19 Pandemic has influenced your teaching, any innovative teaching ideas you have regarding reaching and teaching our students with disabilities through the virtual modalities, and meeting our students needs’ with our new normal.

Questions may be addressed to Dr. Jamie Mahoney at ; editor of the Winter special edition

Read the full CFP at this link.

Current Issue: Volume 7, Issue 1 (2020) High Leverage Practices and Strategies for Dyslexia

Surviving the Pandemic with HLPs and Strategies

Hello Kentucky Teacher Education Journal Readers

What a privilege to be able to offer these three outstanding articles related to the Council of Exceptional Children's High Leverage Practices and strategies to assist your teaching practices for the student with dyslexia. These Kentucky educators and professors have spent countless hours working with students, pre-service teachers, and educators across this Kentucky Commonwealth to bring their research to fruition to help others.

In our first article, we will review the importance of how Functional Behavior Assessments need to be conducted within a classroom setting and the outlining the critical components should be designed for practitioners within the field in order for everyone to apply the components of the FBA appropriately. This is an important high leverage practice for all teachers working with social and emotionally behavior disabled students. You don't want to skip over reading this one.

Our second article discusses the importance of preparing our student teachers (pre-service teachers) with the knowledge of all the high leverage practices. The study completed required the students to be able to be comfortable with implementing the HLPs and presenting their knowledge about the HLPs using technology. Using practicum experiences to delve into how the HLPs are used in the real world setting is important for our future teachers. Another can't miss option for your reading pleasure.

Finally, for those looking for strategies to address our students with dyslexia you don't want to miss this article. Using structured literacy and high leverage practices will assist you in supporting those students with dyslexia and other related reading struggles. You will learn how to use the Kentucky Dyslexia Toolkit to provide reading strategies to those struggling readers. Be prepared to take notes. It is a can't miss option.

Have fun and thank you for stopping by the KTEJ.

If you have any ideas and strategies you would like to share, please don't hesitate to submit your articles.

Jamie Mahoney, Ed.D.

Research Articles


Group-Based Training on Trial-Based Functional Analysis
Christina Noel, Thomas Gross, Grant Hacherl, Meaghan Ritchie, and Matthew Howerton