AA-AAAS Bibliography: Search

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920 results.

  • Schuh, M. C., Knackstedt, K. M., Cornett, J., Choi, J. H., Pollitt, D. T., & Satter, A. L. (2018). All means all: Connecting federal education policy and local implementation practice through evidence and equity. Inclusion, 6(1), 45–99. https://doi.org/10.1352/2326-6988-6.1.45

  • Schulman, S. J. (2017). A psychometric analysis of an alternate assessment for students with multiple disabilities (Publication No. 10757829) [Doctoral dissertation, Rutgers, The State University of New Jersey]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1994113130

  • Schwartz, I. S., Gauvreau, A. N., & Bateman, K. (2019). Effective strategies for working with young children 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. 171–192). Paul H. Brookes.

  • Sells, D. (2020). Access to the general education curriculum for students with disabilities: The lived experience of special education teachers (Publication No. 28022703) [Doctoral dissertation, Piedmont College]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2427529626

  • Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115. https://doi.org/10.1177/1540796916638822

  • Shenoy, S., de Valenzuela, J. S., & Pacheco, R. (2022). Reimagining language proficiency assessment for English learners with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 47(3), 176–183. https://doi.org/10.1177/15407969221119137

  • Shepley, C., Lane, J. D., & Ault, M. J. (2020). Analysis of differences across two unaffiliated systematic reviews using What Works Clearinghouse single-case design standards. Research and Practice for Persons with Severe Disabilities, 45(3), 143–160. https://doi.org/10.1177/1540796920913867

  • Shepley, C., Lane, J., & Gast, D. (2016). Using SMART board technology to teach young students with disabilities and limited group learning experience to read environmental text. Education and Training in Autism and Developmental Disabilities, 51(4), 404–420. https://www.jstor.org/journal/eductraiautideve

  • Shindel, C. L. (2004). One standard fits all? Defining achievement standards for students with cognitive disabilities within the No Child Left Behind Act’s standardized framework. Journal of Law and Policy, 12(2), 1025–1088. https://brooklynworks.brooklaw.edu/jlp

  • Shogren, K. A., Seo, H., Wehmeyer, M. L., Palmer, S. B., Thompson, J. R., Hughes, C., & Little, T. D. (2015). Support needs of children with intellectual and developmental disabilities: Age-related implications for assessment. Psychology in the Schools, 52(9), 874–891. https://doi.org/10.1177/0022466915582213

  • Shogren, K., McCart, A., Lyon, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research and Practice for Persons with Severe Disabilities, 40(3), 173–191. https://doi.org/10.1177/1540796915586191

  • Shurr, J., & Bouck, E. (2013). Research on curriculum for students with moderate and severe intellectual disability: A systematic review. Education and Training in Autism and Developmental Disabilities, 48(1), 76–87. https://www.jstor.org/journal/eductraiautideve

  • Shurr, J., & Hollingshead, A. (2017). Diversity, severe disability, and family: A systematic review of the literature. Research and Practice for Persons with Severe Disabilities, 42(4), 259–272. https://doi.org/10.1177/1540796917728491

  • Shurr, J., Hirth, M., Jasper, A., McCollow, M., & Heroux, J. (2014). Another tool in the belt: Self-directed professional learning for teachers of students with moderate and severe disabilities. Physical Disabilities: Education and Related Services, 33(1), 17–38. https://doi.org/10.14434/pders.v33i1.4855

  • Siegel-Causey, E., & Allinder, R. M. (1998). Using alternative assessment for students with severe disabilities: Alignment with best practices. Education and Training in Mental Retardation and Developmental Disabilities, 33(2), 168–178. http://daddcec.org/Publications/ETADDJournal.aspx

  • Sigafoos, J., O’Reilly, M. F., Ledbetter–Cho, K., Lim, N., Lancioni, G. E., & Marschik, P. B. (2019). Addressing sequelae of developmental regression associated with developmental disabilities: A systematic review of behavioral and educational intervention studies. Neuroscience and Biobehavioral Reviews, 96, 56–71. https://doi.org/10.1016/j.neubiorev.2018.11.014

  • Simacek, J., Pennington, B., Reichle, J., & Parker-McGowan, Q. (2018). Aided AAC for people with severe to profound and multiple disabilities: A systematic review of interventions and treatment intensity. Advances in Neurodevelopmental Disorders, 2(1), 100–115. https://doi.org/10.1007/s41252-017-0050-4

  • Simpson, R. L. (2019). Characteristics of individuals with autism spectrum disorder who have complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 3–20). Paul H. Brookes.

  • Simpson, R. L., de Boer-Ott, S. R., & Smith-Myles, B. (2003). Inclusion of learners with autism spectrum disorders in general education settings. Topics in Language Disorders, 23(2), 116–133. https://doi.org/10.1097/00011363-200304000-00005

  • Sir, D. (2017). Comparing two alternate assessments: Dynamic Learning Maps and Multi-State Alternate Assessment (Publication No. 10685721) [Doctoral dissertation, Seton Hall University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1975795177