AA-AAAS Bibliography: Search

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1223 results.

  • 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, H., Horn, A. L., Layden, S. J., & Coogle, C. (2023). Let’s count the ways we can utilize technology to improve instructional practices for individuals with autism. Division on Autism and Developmental Disabilities (DADD) Online Journal, 10(1), 80–93. https://daddcec.com/publications/dadd-online-journal
  • Coleman, M. B., Cherry, R. A., Moore, T. C., Park, Y., & Cihak, D. F. (2015). Teaching sight words to elementary students with intellectual disability and autism: A comparison of teacher-directed versus computer-assisted simultaneous prompting. Intellectual and Developmental Disabilities, 53(3), 196–210. https://doi.org/10.1352/1934-9556-53.3.196

  • 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
  • Coleman, O. N. (2021). The curricular content of the individual education programs of students with significant cognitive disabilities (Publication No. 28715293) [Doctoral dissertation, The University of Utah]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2887176845

  • 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.
  • Copeland, S. R. (2007). Written communication. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities (pp. 109–126). 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 (pp. 41–62). 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