AA-AAAS Bibliography: Search

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1250 results.
  • Donahue, M. (2024). Utilizing social media as an assistive technology tool for children with autism spectrum disorder (Publication No. 28646311) [Doctoral dissertation, Pepperdine University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3040187567

  • Donne, V., Hansen, M. A., & Zigmond, N. (2019). Statewide alternate reading assessment of students who are deaf/hard of hearing with additional disabilities. Communication Disorders Quarterly, 40(2), 67–76. https://doi.org/10.1177/1525740118775591

  • Dore, R., Dion, A., Wagner, S., & Brunet, J.-P. (2002). High school inclusion of adolescents with mental retardation: A multiple case study. Education and Training in Mental Retardation and Developmental Disabilities, 37(3), 253–261. http://daddcec.org/Publications/ETADDJournal.aspx

  • Dorney, K. E. (2021). Receptive language in IEPs of students with significant cognitive disabilities and complex communication needs (Publication No. 28411417) [Doctoral dissertation, The University of North Carolina at Chapel Hill]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2544843159
  • Doty, M. (2024). “Caught in the continuum”: How special educators facilitate access for students with extensive support needs (Publication No. 31296585) [Doctoral dissertation, Chapman University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3052976850

  • 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