AA-AAAS Bibliography: Search

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1135 results.

  • Miller, B. T., Krockover, G. H., & Doughty, T. (2013). Using iPads to teach inquiry science to students with a moderate to severe intellectual disability: A pilot study. Journal of Research in Science Teaching, 50(8), 887–911. https://doi.org/10.1002/tea.21091

  • Miller, S. (2021). Teachers’ perceptions of the administration of the Virginia Alternate Assessment Program to students with significant cognitive disabilities (Publication No. 28643343) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2561047576
  • Mims, P. J., Browder, D. J., Baker, J. N., Lee, A., & Spooner, F. (2009). Increasing comprehension of students with significant intellectual disabilities and visual impairments during shared stories. Education and Training in Developmental Disabilities, 44(3), 409–420. https://www.jstor.org/journal/eductraidevedisa

  • Mims, P. J., Hudson, M. E., & Browder, D. M. (2012). Using read-alouds of grade-level biographies and systematic prompting to promote comprehension for students with moderate and severe developmental disabilities. Focus on Autism and Other Developmental Disabilities, 27(2), 67–80. https://doi.org/10.1177/1088357612446859

  • Mims, P. J., McConomy, A., Cook, J., & Root, J. (2023). Adapt curriculum tasks and materials for specific learning goals. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 157–169). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-14
  • Mims, P. J., Stanger, C., Pennington, R., White, W., Sears, J., & Strickler, N. (2017). Opinion paragraph writing intervention for students with significant disability. Assistive Technology Outcomes and Benefits, 11(1), 29–46. https://www.atia.org/wp-content/uploads/2017/11/ATOB_ATOBN1V11_ART-3.pdf

  • Ming, K., & Dukes, C. (2009). Literacy for children with moderate to severe disabilities: Taking account of diversity. Research and Practice for Persons with Severe Disabilities, 34(3), 91–101. https://doi.org/10.2511/rpsd.34.3-4.91

  • Mirenda, P. (2019). Overview of AAC for individuals with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 61–82). Paul H. Brookes.

  • Mirenda, P., & Downing, J. (2017). Teaching communication skills. In F. P. Orelove, D. Sobsey, & D. L. Gilles (Eds.), Educating students with severe and multiple disabilities: A collaborative approach (5th ed., pp. 245–271). Paul H. Brookes.

  • Mitchiner, M., McCart, A., Kozleski, E., Sweeney, H., & Sailor, W. (2014). What are emerging trends and future directions in effective inclusive elementary schools for students with extensive support needs? In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 477–491). Routledge.
  • Modenbach, J. L. (2015). Negotiating a curriculum balance: Perceptions of special education teachers and administrators regarding alternate assessments in Oklahoma (Publication No. 10139854) [Doctoral dissertation, Oklahoma State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1805310272
  • Mohacsi, S. F. (2020). Special education teachers’ instructional practices for high school students with developmental disabilities (Publication No. 27998028) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2418583449

  • Moore, D. W., Hansen, M. A., & Heh, P. (2020). Accessing and utilizing technology in alternate assessments. Journal of Higher Education Theory and Practice, 20(7), 71–91. https://doi.org/10.33423/jhetp.v20i7.3152

  • Moore-Beyioku, C. L. (2016). Exploration of high school teacher perceptions of specific learning disability (SLD): Toward a definition of mild SLD, moderate SLD, and severe SLD (Publication No. 10251619) [Doctoral dissertation, Ball State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1865331088

  • Morningstar, M. E., Kurth, J. A., & Johnson, P. E. (2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3–12. https://doi.org/10.1177/0741932516678327

  • Morningstar, M. E., Kurth, J. A., Wehmeyer, M. L., & Shogren, K. A. (2017). High-quality educational programs for students with intellectual disability in high school. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 432–449). Routledge.

  • Morningstar, M. E., Shogren, K. A., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research and Practice for Persons with Severe Disabilities, 40(3), 192–210. https://doi.org/10.1177/1540796915594158

  • Morningstar, M. E., Zagona, A. L., Uyanik, H., Xie, J., & Mahal, S. (2017). Implementing College and Career Readiness: Critical dimensions for youth with severe disabilities. Research and Practice for Persons with Severe Disabilities, 42(3), 187–204. https://doi.org/10.1177/1540796917711439

  • Morrison, K., Cameto, R., DeBarger, A. H., Seeratan, K., Haertel, G., Fujii, R., & Knokey, A.-M. (2011). Alternate assessment design – Mathematics. Technical report 6: Assessment task library. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_M_TechRpt6_033111final.pdf

  • Morrison, K., Cameto, R., Haertel, G., Fujii, R., Green, S., DeBarger, A. H., Nagle, K., & Sanford, C. (2012). Alternate assessment design – English language arts/reading. Technical report 6: Assessment task library. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_ELA_TechRpt6_FINAL.pdf