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1144 results.
  • Tyson, P. N. (2022). Middle school teachers’ perceptions of minimizing curricular barriers for middle school students’ access to the general education curriculum (Publication No. 29069163) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2703376630

  • Tzanakaki, P., Hastings, R. P., Grindle, C. F., Hughes, J. C., & Hoare, Z. (2014). An individualized numeracy curriculum for children with intellectual disabilities: A single blind pilot randomized controlled trial. Journal of Developmental and Physical Disabilities, 26(5), 615–632. https://doi.org/10.1007/s10882-014-9387-z

  • Udvari-Solner, A., Bouchard, K. A., & Harell, K. (2017). Instructing students with severe and multiple disabilities in inclusive classrooms. In F. P. Orelove, D. Sobsey, & D. L. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach (5th ed., pp. 351–405). Paul H. Brookes.

  • Unholz-Bowden, E. K., Girtler, S. N., Shipchandler, A., Kolb, R. L., & McComas, J. J. (2024). Use of augmentative and alternative communication by individuals with Rett syndrome part 2: High-tech and low-tech modalities. Journal of Developmental and Physical Disabilities, 36(1), 147–167. https://doi.org/10.1007/s10882-023-09902-y
  • Valliere, J. M. (2023). Integrating technological pedagogical content knowledge in special education preparation: A case study of teacher candidates (Publication No. 30570044) [Doctoral dissertation, Florida Gulf Coast University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2836143450

  • van der Meer, L. (2016). iPods and iPads as AAC devices for children with developmental disorders. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 846–872). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch036

  • van der Meer, L., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13(4), 294–306. https://doi.org/10.1007/s10882-014-9401-5

  • van der Meer, L., Achmadi, D., Cooijmans, M., Didden, R., Lancioni, G. E., O’Reilly, M. F., Roche, L., Stevens, M., Carnett, A., Hodis, F., Green, V. A., Sutherland, D., Lang, R., Rispoli, M., Marschik, P. B., & Sigafoos, J. (2015). An iPad-based intervention for teaching picture and word matching to a student with ASD and severe communication impairment. Journal of Developmental and Physical Disabilities, 27(1), 67–78. https://doi.org/10.1007/s10882-014-9401-5

  • van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., Herrington, C., Sigafoos, J., O’Reilly, M. F., Lancioni, G. E., Lang, R., & Rispoli, M. (2011). Teaching functional use of an iPod-based speech-generating device to individuals with developmental disabilities. Journal of Special Education Technology, 26(3), 1–11. https://doi.org/10.1177/016264341102600301

  • van Dijk, J., Nelson, C., Postma, A., & van Dijk, R. (2012). Deaf children with severe multiple disabilities: Etiologies, intervention, and assessment. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education (Vol. 2, pp. 171–192). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195390032.013.0012

  • Vaughan, V. (2019). A case study: Exploring parents’ and teachers’ perceptions of adaptive behavior instruction to determine their contribution to quality of life for students with complex disabilities in a Delaware specialized school (Publication No. 13810740) [Doctoral dissertation, Drexel University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2202356313
  • Vazquez, Y. (2023). Parents’ expectations of developmentally delayed children with special education needs (SEN) when transitioning out of non-classroom based independent studies charter high schools (Publication No. 30571021) [Doctoral dissertation, University of Massachusetts]. ProQuest Dissertations and Theses Global.
  • Velasco, P. B. (2023). Determining and describing the essential components of a purposeful inclusion for students with significant cognitive disabilities (Publication No. 30489987) [Doctoral dissertation, University of St. Thomas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2849770422
  • Vincent, L. B., & Morrison, J. Q. (2022). Preparing school psychologists to promote inclusive practices for students with significant cognitive disabilities. TIES Center, University of Minnesota. https://publications.ici.umn.edu/ties/reports/preparing-school-psychologists

  • Vélez-Coto, M., Rodríguez-Fórtiz, M. J., Rodriguez-Almendros, M. L., Cabrera-Cuevas, M., Rodríguez-Domínguez, C., Ruiz-López, T., Burgos-Pulido, Á., Garrido-Jiménez, I., & Martos-Pérez, J. (2017). SIGUEME: Technology-based intervention for low-functioning autism to train skills to work with visual signifiers and concepts. Research in Developmental Disabilities, 64, 25–36. https://doi.org/10.1016/j.ridd.2017.02.008

  • Waddington, H., van der Meer, L., Carnett, A., & Sigafoos, J. (2017). Teaching a child with ASD to approach communication partners and use a speech-generating device across settings: Clinic, school, and home. Canadian Journal of School Psychology, 32(3), 228–243. https://doi.org/10.1177/0829573516682812

  • Wagner, S., Cameto, R., & Haertel, G. (2011). Alternate assessment design -- Mathematics. Technical report 10: Summary of task and item try-outs. SRI International. https://www.sri.com/
  • Wakeman, S. Y., & Lee, A. (2014). Common core state standards primer for special educators. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 37–59). Paul H. Brookes. https://brookespublishing.com

  • Wakeman, S. Y., Browder, D. M., Meier, I., & McColl, A. (2007). The implications of No Child Left Behind for students with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13(2), 143–150. https://doi.org/10.1002/mrdd.20147

  • Wakeman, S. Y., Flowers, C., & Browder, D. M. (2014). Delivering alternate assessment and student progress monitoring in inclusive schools. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 363–376). Routledge.