AA-AAS Bibliography

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651 results.
  • Adlof, S. M., Klusek, J., Shinkareva, S. V., Robinson, M. L., & Roberts, J. E. (2015). Phonological awareness and reading in boys with fragile X syndrome. Journal of Child Psychology and Psychiatry, 56(1), 30–39. doi:10.1111/jcpp.12267

  • Afacan, K., Wilkerson, K. L., & Ruppar, A. L. (2018). Multicomponent reading interventions for students with intellectual disability. Remedial and Special Education, 39(4), 229–242. doi:10.1177/0741932517702444

  • Agran, M., Alper, S., & Wehmeyer, M. (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37(2), 123–133. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx

  • Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., … Wehmeyer, M. (2019). Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors. Research and Practice for Persons with Severe Disabilities. Advance online publication. doi:10.1177/1540796919878134

  • Agran, M., Wehmeyer, M., Cavin, M., & Palmer, S. (2010). Promoting active engagement in the general education classroom and access to the general education curriculum for students with cognitive disabilities. Education and Training in Autism and Developmental Disabilities, 45(2), 163–174. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx

  • Ahlgrim-Delzell, L., & Rivera, C. (2015). A content comparison of literacy lessons from 2004 and 2010 for students with moderate and severe intellectual disability. Exceptionality, 23(4), 258–269. doi:10.1080/09362835.2015.1064417

  • Ahlgrim-Delzell, L., Browder, D. M., Wood, L., Stanger, C., Preston, A. I., & Kemp-Inman, A. (2016). Systematic instruction of phonics skills using an iPad for students with developmental disabilities who are AAC users. The Journal of Special Education, 50(2), 86–97. doi:10.1177/0022466915622140

  • Ainsworth, M. K., Evmenova, A. S., Behrmann, M., & Jerome, M. (2016). Teaching phonics to groups of middle school students with autism, intellectual disabilities and complex communication needs. Research in Developmental Disabilities, 56, 165–176. doi:10.1016/j.ridd.2016.06.001

  • Alison, C., Root, J. R., Browder, D. M., & Wood, L. (2017). Technology-based shared story reading for students with autism who are English-language learners. Journal of Special Education Technology, 32(2), 91–101. doi:10.1177/0162643417690606

  • Allor, J. H., Champlin, T. M., Gifford, D. B., & Mathes, P. G. (2010). Methods for increasing the intensity of reading instruction for students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 45(4), 500–511. Retrieved from http://daddcec.org/Publications/ETADDJournal.aspx

  • Allor, J. H., Gifford, D. B., Otaiba, S. A., Miller, S. J., & Cheatham, J. P. (2013). Teaching students with intellectual disability to integrate reading skills: Effects of text and text-based lessons. Remedial and Special Education, 34(5), 346–356. doi:10.1177/0741932513494020

  • Allor, J. H., Mathes, P. G., Roberts, J. K., Cheatham, J. P., & Otaiba, S. A. (2014). Is scientifically based reading instruction effective for students with below-average IQs? Exceptional Children, 80(3), 287–306. doi:10.1177/0014402914522208

  • Allor, J. H., Mathes, P. G., Roberts, J. K., Jones, F. G., & Champlin, T. M. (2010). Teaching students with moderate intellectual disabilities to read: An experimental examination of a comprehensive reading intervention. Education and Training in Developmental Disabilities, 45(1), 3–22. doi:10.1080/09362835.2013.802236

  • Almond, P., Seeratan, K. L., Nagle, K., Cameto, R., Haertel, G., Debarger, A., … Fujii, R. (2011). Alternate assessment design – Mathematics. Technical report 7: Pilot task tryouts design and analysis. Menlo Park, CA: SRI International. Retrieved from http://alternateassessmentdesign.sri.com/techreports/AAD_M_TechRpt7_033011final1.pdf

  • Alper, S. (2001). Alternate assessment of students with disabilities in inclusive settings. In S. Alper, D. Ryndak, & C. N. Schloss (Eds.), Alternate assessment of students with disabilities in inclusive settings (pp. 1–18). Boston: Allyn and Bacon.

  • Alper, S., & Mills, K. (2001). Nonstandardized assessment in inclusive school settings. In S. Alper, D. L. Ryndak, & C. N. Schloss (Eds.), Alternate assessment of students with disabilities in inclusive settings (pp. 54–74). Boston: Allyn and Bacon.

  • Alper, S., Ryndak, D. L., & Schloss, C. N. (2001). Alternate assessment of students with disabilities in inclusive settings. Boston: Allyn & Bacon.

  • Altman, J. R., Lazarus, S. S., Quenemoen, R. F., Kearns, J., Quenemoen, M., & Thurlow, M. L. (2010). 2009 survey of states: Accomplishments and new issues at the end of a decade of change. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from http://www.cehd.umn.edu/NCEO/OnlinePubs/2009StateSurvey.pdf

  • Anders, S. B. (2015). Elementary and secondary special education teachers’ experiences of inclusion for students with moderate to severe disabilities: A phenomenological study (Doctoral dissertation, Liberty University). Retrieved from http://digitalcommons.liberty.edu/doctoral/1095

  • Andersen, L., & Nash, B. (2016). Making science accessible to students with significant cognitive disabilities. Journal of Science Education for Students with Disabilities, 19(1), article 3. doi:10.1017/CBO9781107415324.004