- AA-AAAS Bibliography
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://www.daddcec.com/etadd.html
Agran, M., Jackson, L., Kurth, J. A., Ryndak, D., Burnette, K., Jameson, M., … 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. 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://www.daddcec.com/etadd.html
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://www.daddcec.com/etadd.html
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
Ancelle, J. A. G. (2016). Assistive technologies at the edge of language and speech science for children with communication disorders: VocalID, Free Speech, and SmartPalate. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications (Vol. II, pp. 996–1019). Hershey, PA: Information Science Reference. doi:10.4018/978-1-5225-0034-6.ch042
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