AA-AAAS Bibliography: Search

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1135 results.

  • 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

  • Douglas, S. N., Bowles, R., Plavnick, J., Sun, T., Dunkel-Jackson, S. M., & Bagawan, A. (2024). Iterative pilot testing of the POWR intervention: Online training to support paraeducator implementation of augmentative and alternative communication strategies. Journal of Special Education Technology, 39(1), 79–93. https://doi.org/10.1177/01626434231180591

  • 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

  • Downing, J. E., Hanreddy, A., & Peckham-Hardin, K. (2015). Teaching communication skills to students with severe disabilities (3rd ed.). Brookes.

  • 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.

  • Drasgow, E., Wolery, M., Halle, J., & Hajiaghamohseni, Z. (2011). Systematic instruction of students with severe disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (pp. 516–531). Routledge.

  • Driver, M. K. (2022). Culturally sustaining mathematics for dual language learners in a multitiered system of supports. Learning Disabilities: A Multidisciplinary Journal, 27(1), 1–18. https://doi.org/10.18666/LDMJ-2021-V27-I1-9988
  • Dueker, S. A. (2018). Teaching a learning strategy for computational mathematics to students with moderate to profound intellectual disabilities using video prompting (Publication No. 11005240) [Doctoral dissertation, The Ohio State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2128150137
  • Dueker, S. A., & Cannella-Malone, H. I. (2019). Teaching addition to students with moderate disabilities using video prompting. The Journal of Special Education Apprenticeship, 8(2), article 2. https://doi.org/10.58729/2167-3454.1087

  • Dukes, C., Darling, S. M., & Bielskus-Barone, K. (2017). States’ description of Common Core State Standards to support students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(3), 143–154. https://doi.org/10.1177/1540796917715016

  • Dyehouse, M., & Bennett, D. (2006). Validity evidence for a computer-based alternate assessment instrument. Assessment for Effective Intervention, 31(3), 11–31. https://doi.org/10.1177/073724770603100302

  • Dymond, S. K. (2017). Functional curriculum for students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 675–686). Routledge.

  • Dymond, S. K., Bonati, M. L., Plotner, A. J., Neeper, L. S., & Kim, R. (2024). Trends in secondary curriculum for transition-age students with severe disabilities. Education and Training in Autism and Developmental Disabilities, 59(1), 85–96. https://www.jstor.org/journal/eductraiautideve

  • Dymond, S. K., Butler, A. M., Hopkins, S. L., & Patton, K. A. (2018). Curriculum and context: Trends in interventions with transition-age students with severe disabilities. The Journal of Special Education, 52(3), 152–162. https://doi.org/10.1177/0022466918768776

  • Dymond, S. K., Renzaglia, A., Gilson, C. L., & Slagor, M. T. (2007). Defining access to the general curriculum for high school students with significant disabilities. Research and Practice for Persons with Severe Disabilities, 32(1), 1–15. https://doi.org/10.2511/rpsd.32.1.1

  • Dynia, J. M., Walton, K. M., Sagester, G. M., Schmidt, E. K., & Tanner, K. J. (2023). Addressing sensory needs for children with autism spectrum disorder in the classroom. Intervention in School and Clinic, 58(4), 257–263. https://doi.org/10.1177/10534512221093786