AA-AAAS Bibliography: Search

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1255 results.

  • Hunt, P., McDonnell, J., & Crockett, M. A. (2012). Reconciling an ecological curricular framework focusing on quality of life outcomes with the development and instruction of standards-based academic goals. Research and Practice for Persons with Severe Disabilities, 37(3), 139–152. https://doi.org/10.2511/027494812804153516

  • Hunt, P., Mortier, K., Aramburo, C., Fleming, D., & Balasubramanian, L. (2022). Identifying commonly used literacy instructional practices for students with extensive support needs: Implications from a control group analysis. Education and Training in Autism and Developmental Disabilities, 57(3), 272–286. https://www.jstor.org/journal/eductraiautideve
  • Hurt, J. M. (2012). A comparison of inclusion and pullout programs on student achievement for students with disabilities (Publication No. 3535081) [Doctoral dissertation, East Tennessee State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1282648054
  • Husted, L. (2023). Special educator perceptions of the Ohio Alternate Assessment: A qualitative study (Publication No. 30566413) [Doctoral dissertation]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2869033080
  • Iacono, T., Douglas, S. N., Garcia-Melgar, A., & Goldbart, J. (2022). A scoping review of AAC research conducted in segregated school settings. Research in Developmental Disabilities, 120, 104141. https://doi.org/10.1016/j.ridd.2021.104141
  • Ingles, K. E., Gilson, C. B., & Pena, H. (2022). MADE 2 FADE: A practical strategy for empowering independence for students with disabilities. TEACHING Exceptional Children, 55(1), 18–28. https://doi.org/10.1177/00400599211033931

  • Iovannone, R., Dunlap, G., Huber, H., & Kincaid, D. (2003). Effective educational practices for students with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 18(3), 150–165. https://doi.org/10.1177/10883576030180030301

  • Israel, M., Marino, M. T., Yan, W., & Samuels, J. H. (2022). Using technology to support effective inclusive elementary schools. In J. McLeskey, F. Spooner, R. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 483–506). Routledge. https://doi.org/10.4324/9781003043874-23

  • Ivy, S., Robbins, A., & Kerr, M. G. (2020). Adapted Picture Exchange Communication System using tangible symbols for young learners with significant multiple disabilities. Augmentative and Alternative Communication, 36(3), 166–178. https://doi.org/10.1080/07434618.2020.1826051

  • Jackson, L., Agran, M., Lansey, K. R., Baker, D., Matthews, S., Fitzpatrick, H., Jameson, M., Ryndak, D., Burnette, K., & Taub, D. (2022). Examination of contextual variables across and within different types of placement for elementary students with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(4), 191–208. https://doi.org/10.1177/15407969221132248
  • Jameson, J. M., & Johnston, S. S. (2023). Use flexible grouping. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 210–222). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-18

  • Jameson, J. M., Thompson, V., Manuele, G., Smith, D., Egan, H., & Moore, T. (2012). Using an iTouch to teach core curriculum words and definitions: Efficacy and social validity. Journal of Special Education Technology, 27(3), 41–55. https://doi.org/10.1177/016264341202700304

  • Jansen, B. R. J., De Lange, E., & Van der Molen, M. J. (2013). Math practice and its influence on math skills and executive functions in adolescents with mild to borderline intellectual disability. Research in Developmental Disabilities, 34(5), 1815–1824. https://doi.org/10.1016/j.ridd.2013.02.022

  • Jensen, E., Douglas, S. N., & Gerde, H. K. (2023). Dispelling myths surrounding AAC use for children: Recommendations for professionals. Inclusive Practices, 2(1), 30–36. https://doi.org/10.1177/27324745221144308
  • Jensen, J. (2024). A comparison of public, private, and charter educator beliefs about autistic students abilities (Publication No. 30995366) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2955294105

  • Jerome, M. K., & Ainsworth, M. K. (2020). Literacy acquisition for students with severe disabilities: Making it happen through assistive technology. TEACHING Exceptional Children, 53(1), 80–83. https://doi.org/10.1177/0040059920945590

  • Jimenez, B. A., & Alamer, K. (2018). Using graduated guidance to teach iPad accessibility skills to high school students with severe intellectual disabilities. Journal of Special Education Technology, 33(4), 237–246. https://doi.org/10.1177/0162643418766293

  • Jimenez, B. A., & Besaw, J. (2020). Building early numeracy through virtual manipulatives for students with intellectual disability and autism. Education and Training in Autism and Developmental Disabilities, 55(1), 28–44. https://www.jstor.org/journal/eductraiautideve
  • Jimenez, B. A., & Carlone, H. B. (2014). Science as inquiry. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 196–213). Paul H. Brookes. https://brookespublishing.com
  • Jimenez, B. A., & Staples, K. (2015). Access to the Common Core State Standards in mathematics through early numeracy skill building for students with significant intellectual disability. Education and Training in Autism and Developmental Disabilities, 50(1), 17–30. https://www.jstor.org/journal/eductraiautideve