AA-AAAS Bibliography: Search

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1144 results.

  • Keefe, E. B. (2007). Organizing literacy instruction. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • Keefe, E. B. (2007). Vocabulary development. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • Keefe, E. B., Robertson, P. M., & Potter, K. M. (2018). Words, glorious words! In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 169–198). Paul H. Brookes.
  • Kelley, K. R., & Prohn, S. M. (2019). Postsecondary and employment expectations of families and students with intellectual disability. Journal of Inclusive Postsecondary Education, 1(1). https://doi.org/10.13021/jipe.2019.2455
  • Kent, R. D., & Vorperian, H. K. (2021). Speech intelligibility and communication in Down syndrome: Intervention approaches and the role of speech supplementation. In K. M. Wilkinson & L. H. Finestack (Eds.), Multimodal AAC for individuals with Down syndrome (pp. 37–60). Paul H. Brookes.

  • Kent-Walsh, J. E., & Light, J. C. (2003). General education teachers’ experiences with inclusion of students who use augmentative and alternative communication. Augmentative and Alternative Communication, 19(2), 104–124. https://doi.org/10.1080/0743461031000112043

  • Kim, J., & Kimm, C. H. (2017). Functional technology for individuals with intellectual disabilities: Meta-analysis of mobile device-based interventions. The Journal of Special Education Apprenticeship, 6(1), article 3. https://doi.org/10.58729/2167-3454.1058
  • Kim, J., & Soto, G. (2024). A comprehensive scoping review of caregivers’ experiences with augmentative and alternative communication and their collaboration with school professionals. Language, Speech, and Hearing Services in Schools, 55(2), 607–627. https://doi.org/10.1044/2024_LSHSS-23-00117

  • Kim, Y.-G., Angell, M. E., O’Brian, M., Strand, K. H., Fulk, B. M., & Watts, E. H. (2006). Relationships among teachers’ perspectives, self-reported practices, and concerns related to an alternate assessment system. Teacher Education and Special Education, 29(2), 83–97. https://doi.org/10.1177/088840640602900201

  • King, A. M., & Fahsl, A. J. (2012). Supporting social competence in children who use augmentative and alternative communication. TEACHING Exceptional Children, 45(1), 42–49. https://doi.org/10.1177/004005991204500106

  • King, A. M., Hengst, J. A., & DeThorne, L. S. (2013). Severe speech sound disorders: An integrated multimodal intervention. Language, Speech, and Hearing Services in Schools, 44(2), 195–210. https://doi.org/10.1044/0161-1461(2012/12-0023)
  • King, S., Rodgers, D., & Lemons, C. (2022). The effect of supplemental reading instruction on fluency outcomes for children with Down syndrome: A closer look at curriculum-based measures. Exceptional Children, 88(4), 421–441. https://doi.org/10.1177/00144029221081006

  • Kingston, N. M., Karvonen, M., Bechard, S., & Erickson, K. A. (2016). The philosophical underpinnings and key features of the Dynamic Learning Maps Alternate Assessment. Teachers College Record, 118(14), article 9. http://www.tcrecord.org

  • Kingston, N. M., Karvonen, M., Thompson, J. R., Wehmeyer, M. L., & Shogren, K. A. (2017). Fostering inclusion of students with significant cognitive disabilities by using learning map models and map-based assessments. Inclusion, 5(2), 110–120. https://doi.org/10.1352/2326-6988-5.2.110

  • Kirk, H. E., Gray, K., Riby, D. M., & Cornish, K. M. (2015). Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities. Research in Developmental Disabilities, 38, 145–160. https://doi.org/10.1016/j.ridd.2014.12.026

  • Kleekamp, M. C. (2024). What about the 1%? Transforming current literacy pedagogy for students with significant support needs. Language Arts, 101(3), 167–178. https://doi.org/10.58680/la202432764

  • Kleinert, H. L., & Kearns, J. F. (1999). A validation study of the performance indicators and learner outcomes of Kentucky’s alternate assessment for students with significant disabilities. The Journal of the Association for Persons with Severe Handicaps, 24(2), 100–110. https://doi.org/10.2511/rpsd.24.2.100

  • Kleinert, H. L., & Kearns, J. F. (2017). Alternate assessments for students with severe and multiple disabilities. In F. P. Orelove, D. Sobsey, & D. L. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach (5th ed., pp. 437–464). Paul H.  Brookes.

  • Kleinert, H. L., & Kearns, J. F. (Eds.). (2001). Alternate assessment: Measuring outcomes and supports for students with disabilities. Paul H. Brookes.

  • Kleinert, H. L., & Thurlow, M. (2001). An introduction to alternate assessment. Assessment for Effective Intervention, 26(2), 57–60. https://doi.org/10.1177/073724770102600209