| Employment social skills: What skills are really valued? M Agran, C Hughes, CA Thoma, LRA Scott Career Development and Transition for Exceptional Individuals 39 (2), 111-120, 2016 | 176 | 2016 |
| Universal design for transition: A conceptual framework for blending academics and transition instruction LRA Scott, L Bruno The Journal of Special Education Apprenticeship 7 (3), 1, 2018 | 89 | 2018 |
| Universal design for transition: A roadmap for planning and instruction CA Thoma, CC Bartholomew, LRA Scott (No Title), 2009 | 83 | 2009 |
| UDL in online college coursework: Insights of infusion and educator preparedness. LRA Scott, P Temple, D Marshall Online Learning 19 (5), 99-119, 2015 | 82 | 2015 |
| Strategies for recruiting and retaining Black male special education teachers LRA Scott, Q Alexander Remedial and Special Education 40 (4), 236-247, 2019 | 81 | 2019 |
| Implementing a UDL framework: A study of current personnel preparation practices LRA Scott, CA Thoma, L Puglia, P Temple, A D'Aguilar Intellectual and developmental disabilities 55 (1), 25-36, 2017 | 81 | 2017 |
| A conceptual framework for building UDL in a special education distance education course. LR Scott, P Temple Journal of Educators Online 14 (1), n1, 2017 | 56 | 2017 |
| Teaching students with disabilities efficacy scale: Development and validation H Dawson, LR Scott Inclusion 1 (3), 181-196, 2013 | 54 | 2013 |
| Transition to adult life for students who are Black and have disabilities: What do we know and what do we need to know? CA Thoma, M Agran, LRA Scott Journal of Vocational Rehabilitation 45 (2), 149-158, 2016 | 49 | 2016 |
| Making preservice teachers better: Examining the impact of a practicum in a teacher preparation program LA Scott, R Gentry, M Phillips Educational Research and Reviews 9 (10), 294, 2014 | 48 | 2014 |
| Experience of Black male special education teachers: Are alternative licensure programs the desired route for recruitment and preparation? LRA Scott Education and Urban Society 51 (3), 332-350, 2019 | 46 | 2019 |
| Barriers with implementing a universal design for learning framework LRA Scott Inclusion 6 (4), 274-286, 2018 | 45 | 2018 |
| Where Are All the Black Male Special Education Teachers?. LRA Scott Penn GSE Perspectives on Urban Education 13 (1), 42-48, 2016 | 41 | 2016 |
| Teacher candidates’ abilities to develop universal design for learning and universal design for transition lesson plans LR Scott, L Bruno, T Gokita, CA Thoma International Journal of Inclusive Education 26 (4), 333-347, 2022 | 40 | 2022 |
| Why do they stay? Factors associated with special education teachers’ persistence LRA Scott, JP Taylor, L Bruno, I Padhye, K Brendli, W Wallace, ... Remedial and Special Education 43 (2), 75-86, 2022 | 34 | 2022 |
| A Survey of Alternative and Traditional Special Education Teachers' Perception of Preparedness. LP Bruno, LRA Scott, C Willis International Journal of Special Education 33 (2), 295-312, 2018 | 34 | 2018 |
| Locked in glass classrooms: Black male special education teachers socialized as everything but educators CJ Cormier, LRA Scott, C Powell, K Hall Teacher Education and Special Education 45 (1), 77-94, 2022 | 31 | 2022 |
| Castaways on Gilligan’s Island: Minoritized special education teachers of color advocating for equity CJ Cormier, LRA Scott TEACHING Exceptional Children 53 (3), 234-242, 2021 | 30 | 2021 |
| Implementation of pre–employment transition services: A content analysis of Workforce Innovation and Opportunity Act state plans JP Taylor, HN Whittenburg, M Rooney-Kron, T Gokita, SJ Lau, CA Thoma, ... Career Development and Transition for Exceptional Individuals 45 (2), 60-70, 2022 | 28 | 2022 |
| If we’re not doing it, then who? A qualitative study of Black special educators’ persistence LRA Scott, A Brown, W Wallace, CJ Cormier, C Powell Exceptionality 29 (3), 182-196, 2021 | 27 | 2021 |
