AA-AAAS Bibliography: Search

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878 results.

  • Erdem, R. (2017). Students with special educational needs and assistive technologies: A literature review. Turkish Online Journal of Educational Technology, 16(1), 128–146. https://doi.org/10.1017/CBO9781107415324.004

  • Erickson, K. A., & Geist, L. A. (2016). The profiles of students with significant cognitive disabilities and complex communication needs. Augmentative and Alternative Communication, 32(3), 187–197. https://doi.org/10.1080/07434618.2016.1213312

  • Erickson, K. A., Hatch, P., & Clendon, S. (2010). Literacy, assistive technology, and students with significant disabilities. Focus on Exceptional Children, 42(5), 1–16. https://doi.org/10.17161/foec.v42i5.6904

  • Erickson, K., & Quick, N. (2017). The profiles of students with significant cognitive disabilities and known hearing loss. Journal of Deaf Studies and Deaf Education, 22(1), 35–48. https://doi.org/10.1093/deafed/enw052

  • Erickson, K., Hanser, G., Hatch, P., & Sanders, E. (2009). Research-based practices for creating access to the general curriculum in reading and literacy for students with significant intellectual disabilities. Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill. https://ccsso.org/resource-library/topic/topics?

  • Erickson, R. N., & Thurlow, M. (1997). 1997 state special education outcomes: A report on state activities during educational reform. University of Minnesota, National Center on Educational Outcomes. https://nceo.umn.edu/docs/OnlinePubs/archive/StateSpecEducOutcomes1997.pdf

  • Everhart, J. M., Alber-Morgan, S. R., & Park, J. H. (2011). Effects of computer-based practice on the acquisition and maintenance of basic academic skills for children with moderate to intensive educational needs. Education and Training in Autism and Developmental Disabilities, 46(4), 556–564. http://www.daddcec.com/etadd.html

  • Evmenova, A. S., & Behrmann, M. M. (2011). Research-based strategies for teaching content to students with intellectual disabilities: Adapted videos. Education and Training in Autism and Developmental Disabilities, 46(3), 315–325. http://www.daddcec.com/etadd.html

  • Evmenova, A. S., Behrmann, M. M., Mastropieri, M. A., Baker, P. H., & Graff, H. J. (2011). Effects of video adaptations on comprehension of students with intellectual and developmental disabilities. Journal of Special Education Technology, 26(2), 39–54. https://doi.org/10.1177/016264341102600203

  • Evmenova, A. S., Graff, H. J., & Behrmann, M. M. (2017). Providing access to academic content for high-school students with significant intellectual disability through interactive videos. Focus on Autism and Other Developmental Disabilities, 32(1), 18–30. https://doi.org/10.1177/1088357615609307

  • Farley, D. P. (2017). Exploring reading growth profiles for middle school students with significant cognitive disabilities (Publication No. 10260625) [Doctoral dissertation, University of Oregon]. ProQuest Dissertations and Theses Global.

  • Farley, D., Anderson, D., Irvin, P. S., & Tindal, G. (2017). Modeling reading growth in grades 3 to 5 with an alternate assessment. Remedial and Special Education, 38(4), 195–206. https://doi.org/10.1177/0741932516678661

  • Farley, D., Saven, J. L., Tindal, G., & Nese, J. F. (2013). Analysis of growth on state tests for students with significant cognitive disabilities (Technical Report No. 1311). Behavioral Research and Teaching, University of Oregon. http://www.ncaase.com/docs/TechRpt_1311GrowthModelRept.2013.pdf

  • Favart, M., Potocki, A., Broc, L., Quémart, P., Bernicot, J., & Olive, T. (2016). The management of cohesion in written narratives in students with specific language impairment: Differences between childhood and adolescence. Research in Developmental Disabilities, 59, 318–327. https://doi.org/10.1016/j.ridd.2016.09.009

  • Feldman, R., Carter, E. W., Asmus, J., & Brock, M. E. (2016). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192–208. https://doi.org/10.1177/0014402915585481

  • Ferrara, S. (2009). Psychometric rigor for alternate assessments: For the sake of interpretation, not rigor. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 341–346). Paul H. Brookes.

  • Ferrara, S., Swaffield, S., & Mueller, L. (2009). Conceptualizing and setting performance standards for alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 93–111). Paul H. Brookes.

  • Fincher, M., & Flowers, C. (2009). Georgia alternate assessment: A portfolio assessment for students with significant cognitive disabilities. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 171–188). Paul H. Brookes.

  • Finestack, L. H., Richmond, E. K., & Abbeduto, L. (2009). Language development in individuals with Fragile X syndrome. Topics in Language Disorders, 29(2), 133–148. https://doi.org/10.1097/TLD.0b013e3181a72016

  • Finnerty, M. S., Jackson, L. B., & Ostergren, R. (2019). Adaptations in general education classrooms for students with severe disabilities: Access, progress assessment, and sustained use. Research and Practice for Persons with Severe Disabilities, 44(2), 87–102. https://doi.org/10.1177/1540796919846424