AA-AAAS Bibliography: Search

Search Filters

Keywords

Search Results

1250 results.
  • de Valenzuela, J. S. (2018). Addressing cultural and linguistic diversity in language and literacy instruction. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 43–65). Paul H. Brookes.

  • de Valenzuela, J. S., & Tracey, M. M. (2007). The role of language and communication as the basis for literacy. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • de Valenzuela, J. S., Pacheco, R., & Shenoy, S. (2022). Current practices and challenges in language proficiency assessment for English learners with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(1), 6–21. https://doi.org/10.1177/15407969221075848

  • Deaño, M. D., Alfonso, S., & Das, J. P. (2015). Program of arithmetic improvement by means of cognitive enhancement: An intervention in children with special educational needs. Research in Developmental Disabilities, 38, 352–361. https://doi.org/10.1016/j.ridd.2014.12.032

  • DeBarger, A. H., Seeratan, K., Cameto, R., Haertel, G., Knokey, A.-M., & Morrison, K. (2011). Implementing evidence-centered design to develop assessments for students with significant cognitive disabilities: Guidelines for creating design patterns and development specifications and exemplar task templates for mathematics (Alternate Assessment Design-Mathematics. Technical Report 9). SRI International. http://alternateassessmentdesign.sri.com/AAD_M_TechReports.html
  • DeCoste, D. C., & Bowser, M. G. (2020). The evolving landscape of assistive technology in K-12 settings. Assistive Technology Outcomes and Benefits, 14(1), 94–110. https://www.atia.org/home/at-resources/atob/
  • Deets, Z. M. (2023). Improving peer-to-peer learning for students with extensive support needs in inclusive classrooms (Publication No. 30523481) [Doctoral dissertation, Portland State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2833541296

  • Defur, S. H. (2002). Education reform, high-stakes assessment, and students with disabilities: One state’s approach. Remedial and Special Education, 23(4), 203–211. https://doi.org/10.1177/07419325020230040301

  • Delice, G. S. (2023). Elementary school general education teachers’ perceptions on teaching students with autism spectrum disorder in an inclusive classroom (Publication No. 30424313) [Doctoral dissertation, Charleston Southern University]. ProQuest Dissertations and Theses Global.
  • Dell’Anna, S., Pellegrini, M., Ianes, D., & Vivanet, G. (2022). Learning, social, and psychological outcomes of students with moderate, severe, and complex disabilities in inclusive education: A systematic review. International Journal of Disability, Development and Education, 69(6), 2025–2041. https://doi.org/10.1080/1034912X.2020.1843143

  • Demchak, M. A. (2005). Teaching students with severe disabilities in inclusive settings. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 57–77). Pearson Custom Publishing (American Association on Mental Retardation).

  • Demir, M., Tananis, C. A., & Başboğaoğlu, U. (2018). Comparative investigation of alternative assessment methods used in Turkey and United States elementary 4th grade mathematics curriculum. International Journal of Educational Administration and Policy Studies, 10(7), 72–82. https://doi.org/10.5897/IJEAPS2018.0561

  • Denham, A., & Lahm, E. A. (2001). Using technology to construct alternate portfolios of students with moderate and severe disabilities. TEACHING Exceptional Children, 33(5), 10–17. https://doi.org/10.1177/004005990103300502

  • Denham, A., Bennett, D. E., Edyburn, D. L., Lahm, E. A., & Kleinert, H. L. (2001). Implementing technology to demonstrate higher levels of learning. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 135–166). Paul H. Brookes.

  • Dhir, H. K. (2020). 21st century education for special needs students. In T. Wadhera & D. Kakkar (Eds.), Interdisciplinary approaches to altering neurodevelopmental disorders (pp. 161–185). IGI Global. https://doi.org/10.4018/978-1-7998-3069-6.ch010

  • Dickson, C. A., Deutsch, C. K., Wang, S. S., & Dube, W. V. (2006). Matching-to-sample assessment of stimulus overselectivity in students with intellectual disabilities. American Journal on Mental Retardation, 111(6), 447–453. https://doi.org/10.1352/0895-8017(2006)111[447:MAOSOI]2.0.CO;2

  • Dieruf, K. B., Ault, M. J., & Spriggs, A. D. (2020). Teaching students with moderate and severe intellectual disability to compare characters in adapted text. The Journal of Special Education, 54(2), 80–89. https://doi.org/10.1177/0022466919869978

  • Dietz, L. (2021). The impact of professional learning: Writing high-quality individualized education program (IEP) goals (Publication No. 28411348) [Doctoral dissertation, Wilmington University]. Proquest Dissertations and Theses Global. https://www.proquest.com/docview/2544480294
  • Dodge, T. A. (2018). Parental involvement in individual education plan development for students with significant intellectual disabilities (Publication No. 22587001) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2138823521
  • Donaghy, T. E. (2015). Instruction of students with disabilities cognitively functioning below age 2 (Publication No. 3732535) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1728321343