AA-AAAS Bibliography: Search

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1255 results.

  • 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
  • Krishnan, S. (2024). Key factors influencing inclusive placement decisions of students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 49(3), 174–189. https://doi.org/10.1177/15407969241247814
  • Krishnan, S. (2024). Reframing teacher candidates’ views on disability through the writings of disabled authors. Research and Practice for Persons with Severe Disabilities, 49(1), 20–35. https://doi.org/10.1177/15407969231223931
  • 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., & Zagona, A. L. (2024). Special education of students with extensive support needs: Advancing values. In F. E. Obiakor & J. P. Bakken (Eds.), Special education: Advancing values. https://doi.org/10.1108/S0270-401320240000038007

  • 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., Miller, A. L., Toews, S. G., Gross, M., Collier, A., & Ventura, T. (2019). An exploratory study using participation plans for inclusive social studies instruction. Division on Autism and Developmental Disabilities (DADD) Online Journal, 6(1), 158–176. https://daddcec.com/publications/dadd-online-journal

  • 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
  • Kurth, J. A., Wehmeyer, M. L., Roberts, C. A., & Turner, E. L. (2021). Traditional and innovative assessment techniques for students with extensive support needs. In F. E. Obiakor & J. P. Bakken (Eds.), Traditional and innovative assessment techniques for students with disabilities (Advances in Special Education, Vol. 36). Emerald Publishing Limited. https://doi.org/10.1108/S0270-401320210000036008