AA-AAAS Bibliography: Search

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878 results.
  • Coleman, M. B., Cramer, E. S., Park, Y., & Bell, S. M. (2015). Art educators’ use of adaptations, assistive technology, and special education supports for students with physical, visual, severe and multiple disabilities. Journal of Developmental and Physical Disabilities, 27(5), 637–660. https://doi.org/10.1007/s10882-015-9440-6

  • Collins, B. C. (2012). Systematic instruction for students with moderate and severe disabilities. Paul H. Brookes.

  • Collins, B. C., Hager, K. L., & Galloway, C. C. (2011). Addition of functional content during core content instruction with students with moderate disabilities. Education and Training in Autism and Developmental Disabilities, 46(1), 22–39. http://www.daddcec.com/etadd.html

  • Collins, B., Kleinert, H., & Land, L. (2006). Addressing math standards and functional math. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 197–227). Paul H. Brookes.

  • Condon, A. W. (2017). Impact of standards-based instruction on achievement levels of students with moderate to severe intellectual disabilities: An action research study (Publication No. 10263022) [Doctoral dissertation, University of South Carolina]. ProQuest Dissertations and Theses Global. https://scholarcommons.sc.edu/etd/4200/

  • Connor, C., Snell, M., Gansneder, B., & Dexter, S. (2010). Special education teachers’ use of assistive technology with students who have severe disabilities. Journal of Technology and Teacher Education, 18(3), 369–386. https://www.aace.org/pubs/jtate/

  • Cook, D. D. (2014). Training for teachers to enhance inclusion of students with significant cognitive disabilities (Publication No. 3629017) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.

  • Cooper-Duffy, K., & Perlmutter, D. G. (2006). Developing math and science skills in general education contexts. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 245–275). Paul H. Brookes.

  • Copeland, S. R. (2007). Reading comprehension. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • Copeland, S. R. (2007). Written communication. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • Copeland, S. R., & Calhoon, J. A. (2007). Word recognition instruction. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • Copeland, S. R., & Keefe, E. B. (2019). Literacy instruction for all students within general education settings. Research and Practice for Persons with Severe Disabilities, 44(3), 143–146. https://doi.org/10.1177/1540796919866011

  • Copeland, S. R., & Osborn, K. (2013). Teaching individuals with severe intellectual disability: Effective instructional practices. In B. G. Cook & M. Tankersley (Eds.), Research-based practices in special education (pp. 353–366). Pearson Education.

  • Cosbey, J. E., & Johnston, S. (2006). Using a single-switch voice output communication aid to increase social access for children with severe disabilities in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 31(2), 144–156. https://doi.org/10.1177/154079690603100207

  • Courtade, G. R., Jimenez, B., Trela, K., & Browder, D. M. (2008). Teaching to science standards: An inquiry based approach for middle and high school students with moderate and severe disabilities. Attainment Company.

  • Courtade, G. R., Lingo, A. S., & Whitney, T. (2013). Using story-based lessons to increase academic engaged time in general education classes for students with moderate intellectual disability and autism. Rural Special Education Quarterly, 32(4), 3–14. https://doi.org/10.1177/875687051303200402

  • Courtade, G. R., Lingo, A. S., Karp, K. S., & Whitney, T. (2013). Shared story reading: Teaching mathematics to students with moderate and severe disabilities. TEACHING Exceptional Children, 45(3), 34–44. https://doi.org/10.1177/004005991304500304

  • Courtade, G. R., Spooner, F., & Browder, D. M. (2007). Review of studies with students with significant cognitive disabilities which link to science standards. Research and Practice for Persons with Severe Disabilities, 32(1), 43–49. https://doi.org/10.2511/rpsd.32.1.43

  • Courtade, G., & Ludlow, B. (2008). Ethical issues and severe disabilities: Programming for students and preparation for teachers. Rural Special Education Quarterly, 27(1), 36–42. https://doi.org/10.1177/8756870508027001-207

  • Courtade, G., Browder, D., Spooner, F., & DiBiase, W. (2010). Training teachers to use an inquiry-based task analysis to teach science to students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 45(3), 378–399. http://www.daddcec.com/etadd.html