AA-AAAS Bibliography: Search

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1135 results.

  • Martin, G. E., Losh, M., Estigarribia, B., Sideris, J., & Roberts, J. (2013). Longitudinal profiles of expressive vocabulary, syntax, and pragmatic language in boys with Fragile X syndrome or Down syndrome. International Journal of Language & Communication Disorders, 48(4), 432–443. https://doi.org/10.1111/1460-6984.12019

  • Matzen, K., Ryndak, D., & Nakao, T. (2010). Middle school teams increasing access to general education for students with significant disabilities: Issues encountered and activities observed across contexts. Remedial and Special Education, 31(4), 287–304. https://doi.org/10.1177/0741932508327457

  • McCarthy, T., Schles, R. A., & Moore, D. W. (2023). Administration and results of a state alternate assessment based on alternate academic standards in science for students who are blind and have low vision. Research and Practice for Persons with Severe Disabilities, 117(1), 50–61. https://doi.org/10.1177/0145482X221149746
  • McCarty, T. V., & Light, J. C. (2023). “It’s like a guessing game all the time”: Parent insights on barriers, supports, and priorities for children with cortical visual impairment and complex communication needs. Augmentative and Alternative Communication, 39(4), 256–269. https://doi.org/10.1080/07434618.2023.2206904
  • McCord, J. A., Orlando, A.-M., Keefe, E. B., & Nieto, S. (2018). Creating accessible, rich, and engaging literacy environments. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 89–119). Paul H. Brookes.

  • McDonnall, M. C., & Cmar, J. (2017). Characteristics and experiences of youth who are deaf-blind. National Research and Training Center on Blindness & Low Vision. http://www.blind.msstate.edu/docs/characteristicsAndExperiencesOfYouthWhoAreDeafBlind.pdf

  • McDonnell, J., Jameson, J. M., Riesen, T., & Polychronis, S. (2014). Embedded instruction in inclusive settings. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 15–36). https://brookespublishing.com

  • McDonnell, J., Snell, M. E., Brown, F., Bowman, J., & Conradi, L. (2020). Arranging the teaching environment. In F. Brown, J. McDonnell, & M. E. Snell (Eds.), Instruction of students with severe disabilities: Meeting the needs of children and youth with intellectual disabilities, multiple disabilities, and autism spectrum disorders (9th ed., pp. 137–155). Pearson Education.

  • McDonnell, J., Snell, M. E., Brown, F., Coleman, O., & Eichelberger, C. (2020). Individualized instructional strategies. In F. Brown, J. McDonnell, & M. E. Snell (Eds.), Instruction of students with severe disabilities: Meeting the needs of children and youth with intellectual disabilities, multiple disabilities, and autism spectrum disorders (9th ed., pp. 156–206). Pearson Education.

  • McIntyre, N. S., Tomaszewski, B., Hume, K. A., & Odom, S. L. (2021). Stability of literacy profiles of adolescents with autism spectrum disorder and associations with stakeholder perceptions of appropriate high school support needs. Language, Speech, and Hearing Services in Schools, 52(1), 209–224. https://doi.org/10.1044/2020_LSHSS-20-00016
  • McKamey, C. S. (2023). General education teachers’ mindset on the acceptance of students with significant disabilities in inclusive classrooms (Publication No.30418894) [Doctoral dissertation, City University of Seattle]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2828626412

  • McKenzie, A. R. (2009). Emergent literacy supports for students who are deaf-blind or have visual and multiple Impairments: A multiple-case study. Journal of Visual Impairment & Blindness, 103(5), 291–302. http://www.afb.org/jvib

  • McLaughlin, M. J., Henderson, K., & Rhim, L. M. (1998). Snapshots of reform: How five local districts are interpreting standards-based reform for students with disabilities. Center for Policy Research on the Impact of General and Special Education Reform. https://eric.ed.gov/?id=ED423653

  • Mechling, L. C., & Hunnicutt, J. R. (2011). Computer-based video self-modeling to teach receptive understanding of prepositions by students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 369–385. https://www.jstor.org/journal/eductraiautideve

  • Mechling, L. M., & Swindle, C. O. (2013). Fine and gross motor task performance when using computer-based video models by students with autism and moderate intellectual disability. The Journal of Special Education, 47(3), 135–147. https://doi.org/10.1177/0022466911433859

  • Mehl-Schneider, T. B. (2016). Recent advances in augmentative and alternative communication: The advantages and challenges of technology applications for communicative purposes. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. IV (pp. 2236–2248). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch097

  • Menezes, M., Pappagianopoulos, J., Robinson, M. F., Sadikova, E., Cross, R., & Mazurek, M. O. (2023). Disparities in special education services for youth with autism spectrum disorder in the United States. The Journal of Special Education, 56(4), 219–224. https://doi.org/10.1177/00224669221096428
  • Meyers, A. (2023). Inclusive practices with special programs through peer mentoring (Publication No. 30485693) [Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2808487357
  • Miller, A. L. (2022). Reconceptualizing education grounded in the multimodal discourses of girls of color labeled with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 47(3), 158–175. https://doi.org/10.1177/15407969221119848

  • Miller, B. (2012). Ensuring meaningful access to the science curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 44(6), 16–25. https://doi.org/10.1177/004005991204400602