AA-AAAS Bibliography: Search

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1135 results.

  • Coffin, A. B., Myles, B. S., Rogers, J., & Szakacs, W. (2016). Supporting the writing skills of individuals with autism spectrum disorder through assistive technologies. In T. A. Cardon (Ed.), Technology and the treatment of children with Autism Spectrum Disorder (pp. 59–73). Springer International.

  • Coffman, D. M., Rutt, B. T., & Shaftel, J. (2011). Qualitative analysis of Kansas Alternate Assessment data folio comments. Center for Educational Testing and Evaluation, University of Kansas. https://aai.ku.edu/technical-reports

  • Cognia. (2022). MSAA COVID-19 follow-up impact study report. Multi-State Alternate Assessment (MSAA). https://www.msaastates.com/uploads/1/3/2/3/132359945/2023_msaa_science_standard_setting_report.pdf
  • Cognia. (2023). AY23 Cognia Science Alternate Assessment (CSAA) Multi-State Alternate Assessment (MSAA) science standard-setting report. Multi-State Alternate Assessment (MSAA). https://www.msaastates.com/uploads/1/3/2/3/132359945/2023_msaa_science_standard_setting_report.pdf

  • Cohen, D. J., Zhang, J., & Wothke, W. (2019). Effects of item modifications on test accessibility for persistently low-performing students with disabilities. Applied Measurement in Education, 32(4), 269–280. https://doi.org/10.1080/08957347.2019.1660343

  • Cole, S. M., Murphy, H. R., Frisby, M. B., & Robinson, J. (2023). The relationship between special education placement and high school outcomes. The Journal of Special Education, 57(1), 13–23. https://journals.sagepub.com/home/SED

  • Coleman, A. L., & Palmer, S. R. (2003). Summary and analysis of the U.S. Department of Education’s final regulations on alternate achievement standards and alternate assessments under the No Child Left Behind Act of 2001. Council of Chief State School Officers (CCSSO) and Nixon Peabody LLC. https://ccsso.org/resource-library/topic/topics?

  • 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

  • Coleman, O. F., McDonnell, J., Bowman, J., Eichelberger, C., Ryan, J., & Conradi, L. A. (2023). Self-contained special educators’ perceptions toward including students with significant cognitive disabilities in general education classes. Exceptionality, 31(4), 291–307. https://doi.org/10.1080/09362835.2023.2171418
  • Coleman, O. F., McDonnell, J., Jameson, J. M., Johnston, S. S., Farrell, M., & Malbica, A. (2023). Curricular content of the individualized education programs of students with a significant cognitive disability. Education and Training in Autism and Developmental Disabilities, 58(4), 396–407. https://www.jstor.org/journal/eductraiautideve

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

  • Collins, B. C. (2023). Provide intensive instruction and use explicit instruction. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 197–209). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-17
  • 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. https://www.jstor.org/journal/eductraiautideve
  • Collins, B. C., Karl, J., Riggs, L., Galloway, C. C., & Hager, K. D. (2010). Teaching core content with real-life applications to secondary students with moderate and severe disabilities. TEACHING Exceptional Children, 43(1), 52–59. https://doi.org/10.1177/004005991004300106

  • 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://www.proquest.com/docview/1927470765

  • 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. https://www.proquest.com/docview/1561336257

  • 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 (pp. 79–94). Paul H. Brookes.