AA-AAAS Bibliography: Search

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1161 results.
  • Abomoelak, M. (2024). Retaining special education teachers for students with autism: A qualitative study (Publication No. 31140010) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2973825313
  • Accardo, A. L., Finnegan, E. G., Kuder, S. J., & Bomgardner, E. M. (2020). Writing interventions for individuals with autism spectrum disorder: A research synthesis. Journal of Autism and Developmental Disorders, 50(6), 1988–2006. https://doi.org/10.1007/s10803-019-03955-9
  • Accessible Teaching, Learning, and Assessment Systems. (2021). 2020–2021 DLM administration during COVID-19: Participation, performance, and educational experience (Technical Report No. 21-02). University of Kansas. https://dynamiclearningmaps.org/publications
  • 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. https://doi.org/10.1111/jcpp.12267

  • Afacan, K., & Wilkerson, K. L. (2022). Reading outcomes of students with intellectual disability on statewide assessments. Journal of Intellectual Disabilities, 26(1), 195–210. https://doi.org/10.1177/1744629521991409
  • 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. https://doi.org/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. https://www.jstor.org/journal/eductraiautideve
  • Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., Zagona, A., Fitzpatrick, H., & Wehmeyer, M. (2020). 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, 45(1), 4–13. https://doi.org/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. https://www.jstor.org/journal/eductraiautideve
  • 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. https://doi.org/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. https://doi.org/10.1177/0022466915622140

  • Ahlgrim-Delzell, L., Mims, P. J., & Vintinner, J. (2014). Reading for students who are nonverbal. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 85–108). Paul H. Brookes. https://brookespublishing.com
  • Aidonopoulou‐Read, T. (2020). The conceptualisation of a modified formative assessment model for non‐verbal students with autism and severe learning difficulties. British Journal of Special Education, 47(1), 88–109. https://doi.org/10.1111/1467-8578.12290

  • 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. https://doi.org/10.1016/j.ridd.2016.06.001

  • Algozzine, B., Spooner, F., McLeskey, J., & Waldron, N. L. (2022). Supporting inclusion and inclusive schools. In J. McLeskey, F. Spooner, R. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 507–524). Routledge. https://doi.org/10.4324/9781003043874-24
  • 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. https://doi.org/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. https://www.jstor.org/journal/eductraiautideve
  • Allor, J. H., Gifford, D. B., Jones, F. G., Al Otaiba, S., Yovanoff, P., Ortiz, M. B., & Cheatham, J. P. (2018). The effects of a text-centered literacy curriculum for students with intellectual disability. American Journal on Intellectual and Developmental Disabilities, 123(5), 474–494. https://doi.org/10.1352/1944-7558-123.5.474

  • 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. https://doi.org/10.1177/0741932513494020

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