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1144 results.

  • Kleinert, H. L., Browder, D. M., & Towles-Reeves, E. (2005). The assessment triangle and students with significant cognitive disabilities: Models of student cognition. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/whitePapers/18000.pdf

  • Kleinert, H. L., Browder, D. M., & Towles-Reeves, E. (2009). Models of cognition for students with significant cognitive disabilities: Implications for assessment. Review of Educational Research, 79(1), 301–326. https://doi.org/10.3102/0034654308326160

  • Kleinert, H. L., Denham, A., Bracke, C., Bracke, A., Calie, M. R., Burdge, M., & Groneck, V. B. (2001). The role of social relationships in alternate assessment. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 167–183). Paul H. Brookes.

  • Kleinert, H. L., Denham, A., Groneck, V. B., Clayton, J., Burdge, M., Kearns, J. K., & Hall, M. (2001). Systematically teaching the components of self-determination. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 93–134). Paul H. Brookes.

  • Kleinert, H. L., Garrett, B., Towles, E., Garrett, M., Nowak-Drabik, K., Waddell, C., & Kearns, J. F. (2002). Alternate assessment scores and life outcomes for students with significant disabilities: Are they related? Assessment for Effective Intervention, 28(1), 19–30. https://doi.org/10.1177/073724770202800103

  • Kleinert, H. L., Green, P., Hurte, M., Clayton, J., & Oetinger, C. (2002). Creating and using meaningful alternate assessments. TEACHING Exceptional Children, 34(4), 40–47. https://doi.org/10.1177/004005990203400406

  • Kleinert, H. L., Haig, J., Kearns, J. F., & Kennedy, S. (2000). Alternate assessments: Lessons learned and roads to be taken. Exceptional Children, 67(1), 51–66. https://doi.org/10.1177/001440290006700104

  • Kleinert, H. L., Hurte, M. D., Groneck, V. B., Fay, J. M., Roszmann-Millican, M., Hall, M., Clayton, J., & Lester, J. M. (2001). Demonstrating performance across multiple environments. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 185–211). Paul H. Brookes.

  • Kleinert, H. L., Kearns, J. F., & Kennedy, S. (1997). Accountability for all students: Kentucky’s alternate portfolio assessment for students with moderate and severe cognitive disabilities. The Journal of the Association for Persons with Severe Handicaps, 22(2), 88–101. https://doi.org/10.1177/154079699702200206

  • Kleinert, H. L., Kearns, J. F., Kearns, , Costello, K. A., Nowak-Drabik, K., Garrett, M. M., Horvath, L. S., Kampfer, S. H., & Turner, M. D. (2001). Research on the impact of alternate assessments. In H. L. Kleinert & J. F. Kearns (Eds.), Alternate assessment: Measuring outcomes and supports for students with disabilities (pp. 213–227). Paul H. Brookes.

  • Kleinert, H. L., Kennedy, S., & Kearns, J. F. (1999). The impact of alternate assessments: A statewide teacher survey. The Journal of Special Education, 33(2), 93–102. https://doi.org/10.1177/002246699903300203

  • Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81(3), 312–328. https://doi.org/10.1177/0014402914563697

  • Kleinert, J. O., Kearns, J. F., Page, J. L., & Kleinert, H. L. (2023). Promising strategies for teaching augmentative and alternative communication in inclusive educational settings: A systematic review. Language, Speech, and Hearing Services in Schools, 54(4), 1333–1357. https://doi.org/10.1044/2023_LSHSS-22-00178

  • Kleinert, J., Holman, A., McSheehan, M., & Kearns, J. F. (2010). The importance of developing communicative competence for students with significant cognitive disabilities. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/2010KlienertHolmanMcSheehanKearns.pdf

  • Kleinert, J., Kearns, J., Liu, K. K., Thurlow, M. L., & Lazarus, S. S. (2019). Communication competence in the inclusive setting: A review of the literature (TIES Center Report No. 103). University of Minnesota, The TIES Center. https://ici-s.umn.edu/files/K-gxmnGDc_/tiesreport103.pdf

  • Kliewer, C., & Biklen, D. (2001). “School’s not really a place for reading”: A research synthesis of the literate lives of students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 26(1), 1–12. https://doi.org/10.2511/rpsd.26.1.1

  • Knight, V. F., Collins, B., Spriggs, A. D., Sartini, E., & MacDonald, M. J. (2018). Scripted and unscripted science lessons for children with autism and intellectual disability. Journal of Autism and Developmental Disorders, 48(7), 2542–2557. https://doi.org/10.1007/s10803-018-3514-0

  • Knight, V. F., Kuntz, E. M., & Brown, M. (2018). Paraprofessional-delivered video prompting to teach academics to students with severe disabilities in inclusive settings. Journal of Autism and Developmental Disorders, 48(6), 2203–2216. https://doi.org/10.1007/s10803-018-3476-2

  • Knight, V. F., McKissick, B. R., & Saunders, A. F. (2013). A review of technology-based interventions to teach academic skills to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 43(11), 2628–2648. https://doi.org/10.1007/s10803-013-1814-y

  • Knight, V. F., Smith, B. R., Spooner, F., & Browder, D. (2012). Using explicit instruction to teach science descriptors to students with autism spectrum disorder. Journal of Autism and Developmental Disorders, 42(3), 378–389. https://doi.org/10.1007/s10803-011-1258-1