AA-AAAS Bibliography: Search

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1161 results.
  • 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 Autism and Developmental Disabilities, 45(3), 378–399. https://www.jstor.org/journal/eductraiautideve
  • 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 (pp. 352–362). Routledge.
  • Courtade, G., Jimenez, B., Root, J., & Pennington, R. (2022). Planning for effective inclusive instruction in core content. In J. McLeskey, F. Spooner, B. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 286–301). Routledge. https://doi.org/10.4324/9781003043874-14
  • 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. https://www.jstor.org/journal/eductraiautideve
  • 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. Research in Developmental Disabilities, 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

  • Cusumano, D. L., & Preston, A. I. (2022). Supporting inclusive practices with multi-tiered system of supports. In J. McLeskey, F. Spooner, R. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 117–138). Routledge. https://doi.org/10.4324/9781003043874-6
  • 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. https://www.proquest.com/docview/304578790
  • 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

  • Davidson, M. M., & Fleming, K. (2023). Story comprehension monitoring across visual, listening, and written modalities in children with and without autism spectrum disorder. Journal of Autism and Developmental Disorders, 53(1), 1–24. https://doi.org/10.1007/s10803-021-05418-6
  • 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. https://www.proquest.com/docview/2086471442
  • 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. https://www.proquest.com/docview/1794166919
  • 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://www.proquest.com/docview/1009711841