AA-AAAS Bibliography: Search

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1255 results.
  • Kurth, J. A., Zagona, A. L., Walker, V. L., & Loman, S. L. (2024). Teachers’ perspectives and knowledge of students with complex support needs and practices associated with SWPBIS. The Journal of Special Education, 57(4), 205–218. https://doi.org/10.1177/00224669231164396

  • Kurth, J., Gross, M., & Lovinger, S. (2012). Grading students with significant disabilities in inclusive settings: Teacher perspectives. Journal of the International Association of Special Education, 13(1), 41–57. https://www.iase.org/jiase

  • Kurth, J., Morningstar, M., & Kozleski, E. (2014). The persistence of highly restrictive special education placements for students with low incidence disabilities. Research and Practice for Persons with Severe Disabilities, 39(3), 227–239. https://doi.org/10.1177/1540796914555580

  • Laitusis, C. C., Maneckshana, B., Monfils, L., & Ahlgrim-Delzell, L. (2009). Differential item functioning comparisons on a performance-based alternate assessment for students with severe cognitive impairments, autism and orthopedic impairments. Journal of Applied Testing Technology, 10(2), 1–33. http://www.jattjournal.com/

  • Lamb, R., Miller, D., Lamb, R., Akmal, T., & Hsiao, Y.-J. (2018). Examination of the role of training and fidelity of implementation in the use of assistive communications for children with autism spectrum disorder: A meta-analysis of the Picture Exchange Communication System. British Journal of Special Education, 45(4), 454–472. https://doi.org/10.1111/1467-8578.12243

  • Lancioni, G. E., Sigafoos, J., O’Reilly, M. F., & Singh, N. N. (2013). Instructional technology for promoting writing, work, and leisure skills. In G. E. Lancioni, J. Sigafoos, M. F. O’Reilly, & N. N. Singh (Eds.), Assistive technology: Interventions for individuals with severe/profound and multiple disabilities (pp. 73–105). Springer. https://doi.org/10.1080/10400435.2003.10131885

  • Lane, L., & Ruppar, A. L. (2018). Adapting books and other literacy genres. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 273–296). Paul H. Brookes.
  • Lansey, K. R., Jackson, L., Agran, M., Ryndak, D., & Jameson, J. M. (2024). A secondary analysis of Jackson et al. (2022): The impact of educational placement for students with complex support needs. Research and Practice for Persons with Severe Disabilities, 49(3), 208–224. https://doi.org/10.1177/15407969241252360
  • Lauderdale-Littin, S., & Haspel, M. (2018). Autism program improvement: Identified themes for areas of growth within public school self-contained classrooms for students with autism. Division on Autism and Developmental Disabilities (DADD) Online Journal, 5(1), 90–101. https://daddcec.com/publications/dadd-online-journal

  • Lawson, H., & Jones, P. (2018). Teachers’ pedagogical decision-making and influences on this when teaching students with severe intellectual disabilities. Journal of Research in Special Educational Needs, 18(3), 196–210. https://doi.org/10.1111/1471-3802.12405

  • Lazarus, S. S., & Quanbeck, M. (2023). The relationship between student placement and AA-AAAS participation rates (NCEO Report No. 439). National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Report439/default.html
  • Lazarus, S. S., Fleming, K., Rogers, C. M., Ressa, V. A., Hinkle, A. R., & Quanbeck, M. (2024). 2023 survey of states: Trends, accomplishments, and challenges. National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/StateReports/2023_survey_of_states.html
  • Leatherman, E. M., & Wegner, J. R. (2022). Augmentative and alternative communication in the classroom: Teacher practices and experiences. Language, Speech, and Hearing Services in Schools, 53(3), 874–893. https://doi.org/10.1044/2022_LSHSS-21-00125
  • Ledbetter-Cho, K., O’Reilly, M., Watkins, L., Lang, R., Lim, N., Davenport, K., & Murphy, C. (2023). The effects of a teacher-implemented video-enhanced activity schedule intervention on the mathematical skills and collateral behaviors of students with autism. Journal of Autism and Developmental Disorders, 53(2), 553–568. https://doi.org/10.1007/s10803-020-04495-3
  • Ledesma, E. (2018). Factors related to optimal service delivery models for students with moderate to severe disabilities: A phenomenological research inquiry (Publication No. 707) [Doctoral dissertation, California State University, San Bernardino]. California State University, San Bernardino, Scholar Works. https://scholarworks.lib.csusb.edu/etd/707/

  • Lee, A., Browder, D. M., Flowers, C., & Wakeman, S. (2016). Teacher evaluation of resources designed for adapting mathematics for students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 41(2), 132–137. https://doi.org/10.1177/1540796916634099

  • Lee, A., Browder, D. M., Hawley, K., Flowers, C., & Wakeman, S. (2016). Teaching writing in response to text to students with developmental disabilities who participate in alternate assessments. Education and Training in Autism and Developmental Disabilities, 51(3), 238–251. https://www.jstor.org/journal/eductraiautideve
  • Lee, A., Towles-Reeves, E., Flowers, C., Hart, L., Kearns, J., Kerbel, A., Kleinert, H., & Thurlow, M. (2013). Teacher perceptions of students participating in AA-AAS: Cross-state summary (A Product of the NCSC Validity Evaluation). University of Minnesota, National Center and State Collaborative. http://www.ncscpartners.org/Media/Default/PDFs/Resources/NCSC-Teacher-Survey-Baseline-Study-Project-Report-FINAL-4-16-13.pdf
  • Lee, S.-H., Amos, B. A., Gragoudas, S., Lee, Y., Shogren, K. A., Theoharis, R., & Wehmeyer, M. L. (2006). Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities. Education and Training in Developmental Disabilities, 41(3), 199–212. https://www.jstor.org/journal/eductraidevedisa

  • Lee, T. T. H., & So, W. W. M. (2015). Inquiry learning in a special education setting: Managing the cognitive loads of intellectually disabled students. European Journal of Special Needs Education, 30(2), 156–172. https://doi.org/10.1080/08856257.2014.986907