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- Pacheco, R. (2022). Issues in equity for culturally and linguistically diverse students with complex support needs: A comparative analysis of district-level student data (Publication No. 29069454) [Doctoral dissertation, The University of New Mexico]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2715825344
- Palazini, A. (2019). Augmentative and alternative communication systems for students with disabilities: A case study of four students and their communication team (Publication No. 13808091) [Doctoral dissertation, University of Rhode Island]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2202326663
- Park, J., & Bouck, E. (2022). Teacher-delivered virtual manipulative mathematics intervention to individuals with extensive support needs. Research in Developmental Disabilities, 131, 104339. https://doi.org/10.1016/j.ridd.2022.104339
- Park, J., Bassette, L., & Bouck, E. (2023). Using TouchMath to teach money identification to students with autism spectrum disorders: A brief report. International Journal of Disability, Development and Education, 70(3), 357–365. https://doi.org/10.1080/1034912X.2021.1882665
- Park, J., Bouck, E. C., & Josol, C. K. (2020). Maintenance in mathematics for individuals with intellectual disability: A systematic review of literature. Research in Developmental Disabilities, 105, 103751. https://doi.org/10.1016/j.ridd.2020.103751
Park, J., Bouck, E. C., & Smith, J. P., III. (2020). Using a virtual manipulative intervention package to support maintenance in teaching subtraction with regrouping to students with developmental disabilities. Journal of Autism and Developmental Disorders, 50(1), 63–75. https://doi.org/10.1007/s10803-019-04225-4
- Paynter, J., Sulek, R., Trembath, D., & Keen, D. (2022). Preliminary finding for using weight-of-evidence graphical information sheets with teachers to correct misinformation about autism practices (Brief Report). Journal of Autism and Developmental Disorders, 52(8), 3734–3739. https://doi.org/10.1007/s10803-021-05231-1
- Pearson, J. M. (2018). Special educators’ math instruction for high school students with significant intellectual disabilities (Publication No. 10956903) [Doctoral dissertation, University of Illinois at Chicago]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2085355148
- Pearson, J. N., Stewart-Ginsburg, J. H., & Hopkins, S. L. (2023). Collaborate with families to support student learning and secure needed services. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 25–38). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-4
Pearson, M., Clavenna-Deane, B., & Carter, K. S. (2015). Job attitudes of special educators related to inclusion of students with significant disabilities. International Journal of Special Education, 30(2), 1–13. http://www.internationaljournalofspecialeducation.com
Pennington, R. C. (2016). Write on! Using assistive technology and systematic instruction to teach sentence writing to students with moderate to severe disability. Journal of Special Education Technology, 31(1), 50–57. https://doi.org/10.1177/0162643416633336
Pennington, R. C., & Delano, M. E. (2012). Writing instruction for students with autism spectrum disorders: A review of literature. Focus on Autism and Other Developmental Disabilities, 27(3), 158–167. https://doi.org/10.1177/1088357612451318
- Pennington, R., & Delano, M. (2014). Teaching written expression to students with moderate to severe disabilities. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 127–145). Paul H. Brookes. https://brookespublishing.com
- Pennington, R., & Travers, J. (2024). Telos of special education for students with severe disabilities. Exceptionality, 32(2), 131–144. https://doi.org/10.1080/09362835.2024.2301824
- Pennington, R., Courtade, G., Ault, M. J., & Delano, M. (2016). Five essential features of quality educational programs for students with moderate and severe intellectual disability: A guide for administrators. Education and Training in Autism and Developmental Disabilities, 51(3), 294–306. https://www.jstor.org/journal/eductraiautideve
Perie, M. (2010). Setting alternate achievement standards. University of Kentucky, National Alternate Assessment Center. http://www.naacpartners.org/publications/whitePapers/18020.pdf
Perie, M., & Thurlow, M. (2012). Setting achievement standards on assessments for students with disabilities. In G. J. Cizek (Ed.), Setting performance standards: Foundations, methods, and innovations (2nd ed., pp. 347–377). Routledge.
- Perner, D. E. (2007). No Child Left Behind: Issues of assessing students with the most significant cognitive disabilities. Education and Training in Developmental Disabilities, 42(3), 243–251. https://www.jstor.org/journal/eductraidevedisa
Petersen, A. (2016). Perspectives of special education teachers on general education curriculum access: Preliminary results. Research and Practice for Persons with Severe Disabilities, 41(1), 19–35. https://doi.org/10.1177/1540796915604835
- Peterson, J. M., Borders, C. M., & Ely, M. S. (2023). Prevalence of educationally significant disabilities among deaf and hard of hearing students. American Annals of the Deaf, 167(5), 583–596. https://doi.org/10.1353/aad.2023.0001