AA-AAAS Bibliography: Search

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878 results.
  • Courtade, G., Jimenez, B., & Delano, M. (2014). Providing effective instruction in core content areas (literacy, mathematics, science, and social studies) in inclusive schools. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice. Routledge.

  • Courtade, G., Spooner, F., Browder, D., & Jimenez, B. (2012). Seven reasons to promote standards-based instruction for students with severe disabilities: A reply to Ayres, Lowrey, Douglas, & Sievers (2011). Education and Training in Autism and Developmental Disabilities, 47(1), 3–13. http://www.daddcec.com/etadd.html

  • Courtade-Little, G., & Browder, D. (2005). Aligning IEPs to academic standards for students with moderate to severe disabilities. Attainment Company. https://www.attainmentcompany.com/

  • Cox, S. K., & Jimenez, B. A. (2020). Mathematical interventions for students with autism spectrum disorder: Recommendations for practitioners. 105(article 103744), 1–9. https://doi.org/10.1016/j.ridd.2020.103744

  • Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by Design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162–172. https://doi.org/10.1177/0741932510381651

  • Crawford, L., Tindal, G., & Carpenter, D. M., II. (2006). Exploring the validity of the Oregon extended writing assessment. The Journal of Special Education, 40(1), 16–27. https://doi.org/10.1177/00224669060400010201

  • Cushing, L. S., Clark, N. M., Carter, E. W., & Kennedy, C. H. (2005). Access to the general education curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 38(2), 6–13. https://doi.org/10.1177/004005990503800201

  • Dada, S., Flores, C., Bastable, K., & Schlosser, R. W. (2021). The effects of augmentative and alternative communication interventions on the receptive language skills of children with developmental disabilities: A scoping review. International Journal of Speech-Language Pathology, 23(3), 247–257. https://doi.org/10.1080/17549507.2020.1797165
  • Dalhoe, A. L. (2008). The Michigan MI-Access alternate assessment program: Process evaluation of a state alternate assessment system (Publication No. 3347859) [Doctoral dissertation, Michigan State University]. ProQuest Dissertations and Theses Global.

  • Dannenberg, M. (1997). A derivative right to education: How standards-based education reform redefines the Individuals with Disabilities Education Act. Yale Law & Policy Review, 15(2), 629–654. https://ylpr.yale.edu/

  • Davidson, A. H., David, K., & Christmus, J. (2021). Connecting claims and outcomes: Applying accessibility criteria to alternate assessments. Journal of Higher Education Theory and Practice, 21(9), 238–252. https://doi.org/10.33423/jhetp.v21i9.4603

  • Davis, D. M. (2018). A narrative inquiry of students with significant cognitive disabilities and the MCAS alternate assessment as told by their parents (Publication No. 10838900) [Doctoral dissertation, Northeastern University]. ProQuest Dissertations and Theses Global.

  • Davis, L. L. (2016). Effects of peer-mediated instruction on mathematical problem solving for students with moderate/severe intellectual disability (Publication No. 10111913) [Doctoral dissertation, The University of North Carolina at Charlotte]. ProQuest Dissertations and Theses Global.

  • Davis, L. L., Spooner, F., & Saunders, A. (2022). Efficacy of peer-delivered mathematical problem-solving instruction to students with extensive support needs. Exceptional Children, 89(1), 101–118. https://doi.org/10.1177/00144029221098764
  • Davis, M. J. (2011). Educators’ perceptions of assistive technology for students with severe or multiple disabilities (Publication No. 3503474) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://scholarworks.waldenu.edu/dissertations/993/

  • Davis-Becker, S. (2018). Evaluation of the alignment of the Nebraska Alternate Assessment to the Nebraska Alternate Mathematics Standards. ACS Ventures. https://cdn.education.ne.gov/wp-content/uploads/2019/01/NE-Math-Alternate-Alignment-Report180318.pdf

  • De Bortoli, T., Arthur-Kelly, M., Mathisen, B., & Balandin, S. (2014). Speech-language pathologists’ perceptions of implementing communication intervention with students with multiple and severe disabilities. Augmentative and Alternative Communication, 30(1), 55–70. https://doi.org/10.3109/07434618.2014.881916

  • DeBarger, A. H., Seeratan, K., Cameto, R., Haertel, G., Knokey, A.-M., & Morrison, K. (2011). Technical report 9: Implementing evidence-centered design to develop assessments for students with significant cognitive disabilities: Guidelines for creating design patterns and development specifications and exemplar task templates for mathematics. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_M_TechRpt9_032911final.pdf

  • Deaño, M. D., Alfonso, S., & Das, J. P. (2015). Program of arithmetic improvement by means of cognitive enhancement: An intervention in children with special educational needs. Research in Developmental Disabilities, 38, 352–361. https://doi.org/10.1016/j.ridd.2014.12.032

  • Defur, S. H. (2002). Education reform, high-stakes assessment, and students with disabilities: One state’s approach. Remedial and Special Education, 23(4), 203–211. https://doi.org/10.1177/07419325020230040301