AA-AAAS Bibliography: Search

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1255 results.
  • Marion, S. F. (2009). Some key considerations for test evaluators and developers. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 355–358). Paul H. Brookes.

  • Marion, S. F., & Pellegrino, J. W. (2006). A validity framework for evaluating the technical quality of alternate assessments. Educational Measurement: Issues and Practice, 25(4), 47–57. https://doi.org/10.1111/j.1745-3992.2006.00078.x

  • Marion, S. F., & Perie, M. (2009). An introduction to validity arguments for alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 113–125). Paul H. Brookes.
  • Martens, M. A. W., Janssen, M. J., Ruijssenaars, W. A. J. J. M., & Riksen-Walraven, M. (2014). Introducing an intervention model for fostering affective involvement with persons who are congenitally deafblind. Journal of Visual Impairment & Blindness, 108(1), 29–41. https://journals.sagepub.com/home/jvb

  • 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
  • McClure, E. B., Pennington, R. C., & Bewley, S. C. (2024). Evaluating the evidence-base supporting writing instruction strategies for students with autism spectrum disorder: A systematic review of experimental research. Focus on Autism and Other Developmental Disabilities, 39(3), 139–149. https://doi.org/10.1177/10883576231221980
  • 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.

  • McGinnis, C. A. (2024). Student support teams within an MTSS framework: Are they making effective decisions? (Publication No. 31240328) [Doctoral dissertation, Southeastern Louisiana University]. ProQuest Dissertations and Theses Global.
  • 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. https://journals.sagepub.com/home/jvb
  • McKittrick, L. L. (2024). Parents of children who are deafblind face challenges in fostering collaboration within individualized education program teams. British Journal of Visual Impairment, 42(2), 350–362. https://doi.org/10.1177/02646196221127103

  • 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