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1144 results.
  • Wakeman, S. Y., Karvonen, M., Flowers, C., & Ruhter, L. (2022). Alternate assessments and monitoring student progress in inclusive classrooms. In J. McLeskey, F. Spooner, R. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 302–321). Routledge. https://doi.org/10.4324/9781003043874-15
  • Wakeman, S. Y., Pennington, R., Cerrato, B., Saunders, A., & Ahlgrim-Delzell, L. (2021). Parent perceptions regarding literacy instruction for students with intellectual disability. Journal of Intellectual Disability Research, 65(1), 86–98. https://doi.org/10.1111/jir.12795
  • Wakeman, S. Y., Thurlow, M., Reyes, E., & Kearns, J. (2022). Fair and equitable grading for ALL students in inclusive settings. Inclusive Practices, 1(4), 127–131. https://doi.org/10.1177/27324745211055398

  • Wakeman, S., Karvonen, M., & Ahumada, A. (2013). Changing instruction to increase achievement for students with moderate to severe intellectual disabilities. TEACHING Exceptional Children, 46(2), 6–13. https://doi.org/10.1177/004005991304600201

  • Wakeman, S., Karvonen, M., Kearns, J., & Stoehr, M. (2023). Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and needs. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 39–51). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-5
  • Wakeman, S., Wu, Y.-C., Ghere, G., Johnson, H., Bowman, J., & Clausen, A. M. (2022). Separate school placement trends by category and age for students with extensive support needs (TIES Center Report 105). TIES Center. https://tiescenter.org/resources?text=105
  • Walker, M. F. (2023). Equity for all: Effectively implementing a student support model while managing change (Publication No. 30488772) [Harvard University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2821508236
  • Walker, R., Swain, J., & Pellicano, E. (2022). “It’s about sharing a moment” Parents’ views and experiences of home reading with their autistic children with moderate-to-severe intellectual disabilities. Research in Developmental Disabilities, 128, 104289. https://doi.org/10.1016/j.ridd.2022.104289
  • Walker, V. L., Kurth, J., Carpenter, M. E., Tapp, M. C., Clausen, A., & Turner, E. L. (2021). Paraeducator-delivered interventions for students with extensive support needs in inclusive school settings: A systematic review. Research and Practice for Persons with Severe Disabilities, 46(4), 278–295. https://doi.org/10.1177/15407969211055127
  • Walker, V. L., Pennington, R. C., Andzik, N. R., Tapp, M. C., & Masud-Werner, A. (2022). Preservice teachers’ preparation in communication instruction for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 47(1), 57–64. https://doi.org/10.1177/15407969221074720
  • Walker, V., & Loman, S. (2023). Establish a consistent, organized, and respectful learning environment. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 79–94). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-8

  • Wallace, T., & Tichá, R. (2007). General outcome measures for students with significant cognitive disabilities: Pilot study (Technical Report No. 12). Research Institute on Progress Monitoring, University of Minnesota. https://www.progressmonitoring.org/pdf/tr12sigcog.pdf

  • Wallace, T., & Tichá, R. (2012). Extending curriculum-based measurement to assess performance of students with significant cognitive disabilities. In C. A. Espin, K. L. McMaster, S. Rose, & M. M. Way (Eds.), A measure of success: The influence of curriculum-based measurement on education (pp. 211–222). University of Minnesota Press.

  • Wallace, T., Tichá, R., & Gustafson, K. (2008). Study of general outcome measurement (GOMs) in reading for students with significant cognitive disabilities: Year 1 (Technical Report No. 27). Research Institute on Progress Monitoring, University of Minnesota. https://www.progressmonitoring.org/techreports/tr27sigcog.pdf

  • Walte, S., Fitchett, C., & Courtade, G. (2023). Use student assessment data, analyze instructional practices, and make necessary adjustments that improve student outcomes. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 64–78). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-7

  • Ward, T. (2008). Voice, vision, and the journey ahead: Redefining access to the general curriculum and outcomes for learners with significant support needs. Research and Practice for Persons with Severe Disabilities, 33(4), 241–248. https://doi.org/10.2511/rpsd.33.4.241

  • Ward, T., Van De Mark, C. A., & Ryndak, D. L. (2006). Balanced literacy classrooms and embedded instruction for students with severe disabilities: Literacy for all in the age of school reform. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 125–169). Paul H. Brookes.
  • Ware, J. (2014). Curriculum considerations in meeting the educational needs of learners with severe intellectual disabilities. In L. Florian (Ed.), The SAGE handbook of special education (2nd ed., pp. 491–503). SAGE. https://doi.org/10.4135/9781446282236.n31

  • Warlick, K., & Olsen, K. (1999). How to conduct alternate assessments: Practices in nine states. Mid-South Regional Resource Center (MSRRC), Interdisciplinary Human Development Institute, University of Kentucky. http://marces.org/mdarch/pdf/1000013.pdf

  • Warlick, K., & Olsen, K. (1999). Who takes the alternate assessment? State criteria (Revised). Mid-South Regional Resource Center (MSRRC), Interdisciplinary Human Development Institute, University of Kentucky. https://files.eric.ed.gov/fulltext/ED431259.pdf