AA-AAAS Bibliography: Search

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1255 results.

  • Kearns, J. F., Burdge, M., & Kleinert, H. (2005). Alternate assessment and standards-based instruction: Practical strategies for teachers. In M. L. Wehmeyer & M. Agran (Eds.), Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies (pp. 3–26). Pearson Custom Publishing (American Association on Mental Retardation).

  • Kearns, J. F., Burdge, M., Clayton, J., Denham, A., & Kleinert, H. (2006). How students demonstrate academic performance in portfolio assessment. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 277–293). Paul H. Brookes.

  • Kearns, J. F., Lewis, P., Hall, T., & Kleinert, H. (2007). Universal design of alternate assessment on alternate achievement standards: Concepts, issues, and strategies. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/whitePapers/18030.pdf

  • Kearns, J. F., Towles-Reeves, E., Kleinert, H. L., & Kleinert, J. (2009). Who are the children who take alternate achievement standards assessments? In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 3–22). Paul H. Brookes.

  • Kearns, J. F., Towles-Reeves, E., Kleinert, H. L., Kleinert, J. O., & Thomas, M. K. (2011). Characteristics of and implications for students participating in alternate assessments based on alternate academic achievement standards. The Journal of Special Education, 45(1), 3–14. https://doi.org/10.1177/0022466909344223

  • Kearns, J., Kleinert, H. L., Thurlow, M., Gong, B., & Quenemoen, R. F. (2015). Alternate assessments as one measure of teacher effectiveness: Implications for our field. Research and Practice for Persons with Severe Disabilities, 40(1), 20–35. https://doi.org/10.1177/1540796915585105

  • Kearns, J., Kleinert, H., & Kennedy, S. (1999). We need not exclude anyone. Educational Leadership, 56(6), 33–38. http://www.ascd.org/publications/educational-leadership.aspx

  • Kearns, J., Kleinert, H., Harrison, B., Sheppard-Jones, K., Hall, M., & Jones, M. (2011). What does ‘college and career ready’ mean for students with significant cognitive disabilities? University of Kentucky, National Alternate Assessment Center. https://www.sccoe.org/Items-Not-Shown/ci/CCSS%20Documents/21st%20Century%20Skills-Day%201/Related%20NCSC%20resources/CCR%20resources/CareerCollegeReadiness.pdf

  • Keefe, E. B. (2007). Fluency. 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). 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.
  • Keller‐Margulis, M. A., Mire, S. S., Garro, E. S. L., Jellinek‐Russo, E. R., Lozano, I., Hut, A. R., Luu, M. ‐L. N., Izuno‐Garcia, A. K., Erps, K. H., Landry Pierce, L. N., Tan, S. X., McNeel, M. M., Gardner, S. M., & Duran, B. J. (2024). Measuring academic skill development for students with autism spectrum disorder using curriculum‐based measurement: A scoping review and call for research. Psychology in the Schools, 61(5), 2132–2147. https://doi.org/10.1002/pits.23154
  • 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, E. T., Franz, L., Fannin, D. K., Howard, J., & Maslow, G. (2021). Educational classifications of autism spectrum disorder and intellectual disability among school-aged children in North Carolina: Associations with race, rurality, and resource availability. Autism Research, 14(5), 1046–1060. https://doi.org/10.1002/aur.2492
  • 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