AA-AAAS Bibliography: Search

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1135 results.

  • Kobrin, J. L., Larson, S. J., Cromwell, A., & Garza, P. (2014). Establishing parameters for consideration of Common Core mathematics learning progressions. Pearson.

  • Koebley, S., Romine, R. S., McCann, M., & Glore, C. (2020). Interim report on development and revision of essential elements in science for the Dynamic Learning Maps alternate assessment system (Technical Report No. 20-04). University of Kansas, Accessible Teaching, Learning, and Assessment Systems. https://dynamiclearningmaps.org/publications

  • Kohl, F. L., McLaughlin, M. J., & Nagle, K. (2006). Alternate achievement standards and assessments: A descriptive investigation of 16 states. Exceptional Children, 73(1), 107–123. https://doi.org/10.1177/001440290607300106

  • Koontz, J. C. B. (2019). The life-long potential of students with moderate-severe disabilities: Perceptions of elementary special education teachers (Publication No. 22623005) [Doctoral dissertation, University of California, Los Angeles]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2307396507
  • Korneder, J., Louie, W.-Y. G., Pawluk, C. M., Abbas, I., Brys, M., & Rooney, F. (2023). Robot-mediated interventions for teaching children with ASD: A new intraverbal skill. Assistive Technology, 34(6), 707–716. https://doi.org/10.1080/10400435.2021.1930284

  • Kozleski, E. B., Hunt, P., Mortier, K., Stepaniuk, I., Fleming, D., Balasubramanian, L., Leu, G., & Munandar, V. (2021). What peers, educators, and principals say: The social validity of inclusive, comprehensive literacy instruction. Exceptional Children, 87(3), 289–306. https://doi.org/10.1177/0014402920969184

  • Krishnan, S. (2021). The role of multiliteracies in changing learning spaces and promoting self-advocacy for students with complex support needs. Research and Practice for Persons with Severe Disabilities, 46(2), 108–124. https://doi.org/10.1177/15407969211010307

  • Krishnan, S. (2023). Factors influencing educational equity in online instruction for students during the COVID-19 pandemic. Remedial and Special Education, 44(6), 469–479. https://doi.org/10.1177/07419325231161322
  • Kroesch, A. M., & Peeples, K. N. (2021). High school general education teachers’ perceptions of students with significant disabilities in inclusive settings. Research, Advocacy, and Practice for Complex and Chronic Conditions, 40(1), 26–41. https://doi.org/10.14434/rapcc.v40i1.31756

  • Kroesch, A. M., Douglas, K. H., Jozwik, S., Uphold, N. M., & Chung, Y. C. (2020). Teaching American government content to students with developmental disabilities using technology and constant time delay. Journal of Developmental and Physical Disabilities, 32(6), 925–941. https://doi.org/10.1007/s10882-019-09726-9

  • Kuntz, E. M., & Carter, E. W. (2021). Effects of a collaborative planning and consultation framework to increase participation of students with severe disabilities in general education classes. Research and Practice for Persons with Severe Disabilities, 46(1), 35–52. https://doi.org/10.1177/1540796921992518

  • Kurth, J. A. (2013). A unit-based approach to adaptations in inclusive classrooms. TEACHING Exceptional Children, 46(2), 34–43. https://doi.org/10.1177/004005991304600204

  • Kurth, J. A., & Zagona, A. L. (2018). Involvement and participation of students with severe disabilities in SWPBIS. The Journal of Special Education, 52(3), 131–141. https://doi.org/10.1177/0022466918766523

  • Kurth, J. A., Born, K., & Love, H. (2016). Ecobehavioral characteristics of self-contained high school classrooms for students with severe cognitive disability. Research and Practice for Persons with Severe Disabilities, 41(4), 227–243. https://doi.org/10.1177/1540796916661492

  • Kurth, J. A., Lockman-Turner, E., Burke, K., & Ruppar, A. L. (2021). Curricular philosophies reflected in individualized education program goals for students with complex support needs. Intellectual and Developmental Disabilities, 59(4), 283–294. https://doi.org/10.1352/1934-9556-59.4.283

  • Kurth, J. A., Lyon, K. J., & Shogren, K. A. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research and Practice for Persons with Severe Disabilities, 40(4), 261–274. https://doi.org/10.1177/1540796915594160

  • Kurth, J. A., Marks, S., & Bartz, J. (2017). Educating students in inclusive classrooms. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 274–295). Routledge.

  • Kurth, J. A., Ruppar, A. L., McQueston, J. A., McCabe, K. M., Johnston, R., & Toews, S. G. (2019). Types of supplementary aids and services for students with significant support needs. The Journal of Special Education, 52(4), 208–218. https://doi.org/10.1177/0022466918791156

  • Kurth, J. A., Ruppar, A. L., Toews, S. G., McCabe, K. M., McQueston, J. A., & Johnston, R. (2019). Considerations in placement decisions for students with extensive support needs: An analysis of LRE statements. Research and Practice for Persons with Severe Disabilities, 44(1), 3–19. https://doi.org/10.1177/1540796918825479

  • Kurth, J. A., Turner, E. L., Gerasimova, D., Hicks, T. A., Zagona, A., Lansey, K., Mansouri, M. C., Lyon, K. J., Jameson, M., Loyless, R., & Pace, J. R. (2022). An investigation of IEP quality associated with special education placement for students with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(4), 244–260. https://doi.org/10.1177/15407969221134923