AA-AAAS Bibliography: Search

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878 results.

  • Demchak, M. A. (2005). Teaching students with severe disabilities in inclusive settings. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 57–77). Pearson Custom Publishing (American Association on Mental Retardation).

  • Demir, M., Tananis, C. A., & Başboğaoğlu, U. (2018). Comparative investigation of alternative assessment methods used in Turkey and United States elementary 4th grade mathematics curriculum. International Journal of Educational Administration and Policy Studies, 10(7), 72–82. https://doi.org/10.5897/IJEAPS2018.0561

  • Denham, A., & Lahm, E. A. (2001). Using technology to construct alternate portfolios of students with moderate and severe disabilities. TEACHING Exceptional Children, 33(5), 10–17. https://doi.org/10.1177/004005990103300502

  • Denham, A., Bennett, D. E., Edyburn, D. L., Lahm, E. A., & Kleinert, H. L. (2001). Implementing technology to demonstrate higher levels of learning. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 135–166). Paul H. Brookes.

  • Dhir, H. K. (2020). 21st century education for special needs students. In T. Wadhera & D. Kakkar (Eds.), Interdisciplinary approaches to altering neurodevelopmental disorders (pp. 161–185). IGI Global. https://doi.org/10.4018/978-1-7998-3069-6.ch010

  • Dickson, C. A., Deutsch, C. K., Wang, S. S., & Dube, W. V. (2006). Matching-to-sample assessment of stimulus overselectivity in students with intellectual disabilities. American Journal on Mental Retardation, 111(6), 447–453. https://doi.org/10.1352/0895-8017(2006)111[447:MAOSOI]2.0.CO;2

  • Dieruf, K. B., Ault, M. J., & Spriggs, A. D. (2020). Teaching students with moderate and severe intellectual disability to compare characters in adapted text. The Journal of Special Education, 54(2), 80–89. https://doi.org/10.1177/0022466919869978

  • Dietz, L. (2021). The impact of professional learning: Writing high-quality individualized education program (IEP) goals (Publication No. 28411348) [Doctoral dissertation, Wilmington University]. Proquest Dissertations and Theses Global.

  • Dodge, T. A. (2018). Parental involvement in individual education plan development for students with significant intellectual disabilities (Publication No. 22587001) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global.

  • Donaghy, T. E. (2015). Instruction of students with disabilities cognitively functioning below age 2 (Publication No. 3732535) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. http://scholarworks.waldenu.edu/dissertations/1619/

  • Donne, V., Hansen, M. A., & Zigmond, N. (2019). Statewide alternate reading assessment of students who are deaf/hard of hearing with additional disabilities. Communication Disorders Quarterly, 40(2), 67–76. https://doi.org/10.1177/1525740118775591

  • Dore, R., Dion, A., Wagner, S., & Brunet, J.-P. (2002). High school inclusion of adolescents with mental retardation: A multiple case study. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 253–261. http://daddcec.org/Publications/ETADDJournal.aspx

  • Dorney, K. E. (2021). Receptive language in IEPs of students with significant cognitive disabilities and complex communication needs (Publication No. 28411417) [Doctoral dissertation, The University of North Carolina at Chapel Hill]. ProQuest Dissertations and Theses Global.

  • Douglas, K. H., Wojcik, B. W., & Thompson, J. R. (2012). Is there an app for that? Journal of Special Education Technology, 27(2), 59–71. https://doi.org/10.1177/016264341202700206

  • Downing, J. (2006). On peer support, universal design, and access to the core curriculum for students with severe disabilities: A personnel preparation perspective. Research and Practice for Persons with Severe Disabilities, 31(4), 327–330. https://doi.org/10.1177/154079690603100406

  • Downing, J. E. (2004). Communication skills. In F. P. Orelove, D. Sobsey, & R. K. Silberman (Eds.), Educating children with multiple disabilities: A collaborative approach (4th ed., pp. 529–561). Paul H. Brookes.

  • Downing, J. E. (2005). Inclusive education for high school students with severe intellectual disabilities: Supporting communication. Augmentative and Alternative Communication, 21(2), 132–148. https://doi.org/10.1080/07434610500103582

  • Downing, J. E. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Corwin Press.

  • Downing, J. E., & Peckham-Hardin, K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities? Research and Practice for Persons with Severe Disabilities, 32(1), 16–30. https://doi.org/10.2511/rpsd.32.1.16

  • Drasgow, E., Wolery, M., Chezan, L. C., Halle, J., & Hajiaghamohseni, Z. (2017). Systematic instruction of students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 632–648). Routledge.