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1255 results.

  • Jimenez, B. A., Lo, Y.-Y., & Saunders, A. F. (2014). The additive effects of scripted lessons plus guided notes on science quiz scores of students with intellectual disability and autism. The Journal of Special Education, 47(4), 231–244. https://doi.org/10.1177/0022466912437937

  • Jimenez, B., & Doughty, T. T. (2023). Interpret and communicate assessment information with stakeholders to collaboratively design and implement educational programs. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 52–63). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-6

  • Jimenez, B., & Kemmery, M. (2013). Story-based lessons for students with severe intellectual disability: Implications for research-to-practice. Education Matters: The Journal of Teaching and Learning, 1(1), 80–96. https://em.journalhosting.ucalgary.ca

  • Jimenez, B., & Stanger, C. (2017). Math manipulatives for students with severe intellectual disability: A survey of special education teachers. Physical Disabilities: Education and Related Services, 36(1), 1–12. https://doi.org/10.14434/pders.v36i1.22172

  • Johnson, B. P., Phillips, J. G., Papadopoulos, N., Fielding, J., Tonge, B., & Rinehart, N. J. (2013). Understanding macrographia in children with autism spectrum disorders. Research in Developmental Disabilities, 34(9), 2917–2926. https://doi.org/10.1016/j.ridd.2013.06.003

  • Johnson, D. R., Thurlow, M. L., Wu, Y.-C., LaVelle, J. M., & Davenport, E. C. (2020). IEP/transition planning participation among students with the most significant cognitive disabilities: Findings from NLTS 2012. Career Development and Transition for Exceptional Individuals, 43(4), 226–239. https://doi.org/10.1177/2165143420952050
  • Johnson, D. R., Wu, Y.-C., Thurlow, M. L., & LaVelle, J. M. (2024). Future goal aspirations of students with extensive support needs: Findings from NLTS 2012. 62(4), 287–305. https://doi.org/10.1352/1934-9556-62.4.287

  • Johnson, E., & Arnold, N. (2004). Validating an alternate assessment. Remedial and Special Education, 25(5), 266–275. https://doi.org/10.1177/07419325040250050101

  • Johnson, E., & Arnold, N. (2007). Examining an alternate assessment: What are we testing? Journal of Disability Policy Studies, 18(1), 23–31. https://doi.org/10.1177/10442073070180010301

  • Johnson, H. N., Wakeman, S. Y., & Clausen, A. M. (2023). Inclusive supports and strategies to increase opportunities to respond for all learners. TEACHING Exceptional Children, 56(2), 72–80. https://doi.org/10.1177/00400599221114432

  • Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of embedded instruction for students with developmental disabilities enrolled in general education classes. Journal of Positive Behavior Interventions, 6(4), 214–227. https://doi.org/10.1177/10983007040060040301

  • Johnson, R. F. (2023). Bringing out-of-district special education students back to their home district [Doctoral dissertation, Franklin University]. OhioLINK Electronic Theses and Dissertations Center. https://rave.ohiolink.edu/etdc/view?acc_num=frank1689332723776624

  • Johnston, S. S., O’Keeffe, B. V., & Stokes, K. (2018). Early literacy support for students with physical disabilities and complex communication needs. TEACHING Exceptional Children, 51(2), 91–99. https://doi.org/10.1177/0040059918802808

  • Jones, F. G., Gifford, D., Yovanoff, P., Al Otaiba, S., Levy, D., & Allor, J. (2019). Alternate assessment formats for progress monitoring students with intellectual disabilities and below average IQ: An exploratory study. Focus on Autism and Other Developmental Disabilities, 34(1), 41–51. https://doi.org/10.1177/1088357618762749

  • Jones, P., & Lawson, H. (2015). Insights into teacher learning about pedagogy from an international group of teachers of students with severe intellectual disabilities. European Journal of Special Needs Education, 30(3), 384–401. https://doi.org/10.1080/08856257.2015.1023000

  • Jones, S. A., Vanderbilt, K., & Bramblett, K. (2016). Special collaboration: Establishing successful partnerships between school librarians and special educators. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. III (pp. 1796–1813). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch078

  • Jorgensen, C. M., & Lambert, L. (2012). Inclusion means more than just being “in:” Planning full participation of students with intellectual and other developmental disabilities in the general education classroom. International Journal of Whole Schooling, 8(2), 21–35. http://www.wholeschooling.net/Journal_of_Whole_Schooling/IJWSIndex.html

  • Jorgensen, C. M., Fischer-Mueller, J., & Prud’homme, H. (2014). Promoting learning in general education for all students. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 255–274). Paul H. Brookes. https://brookespublishing.com

  • Joseph, L. M., & Konrad, M. (2009). Teaching students with intellectual or developmental disabilities to write: A review of the literature. Research in Developmental Disabilities, 30(1), 1–19. https://doi.org/10.1016/j.ridd.2008.01.001

  • Kagohara, D. M., van der Meer, L., Ramdoss, S., O’Reilly, M. F., Lancioni, G. E., Davis, T. N., Rispoli, M., Lang, R., Marschik, P. B., Sutherland, D., Green, V. A., & Sigafoos, J. (2013). Using iPods® and iPads® in teaching programs for individuals with developmental disabilities: A systematic review. Research in Developmental Disabilities, 34(1), 147–156. https://doi.org/10.1016/j.ridd.2012.07.027