AA-AAAS Bibliography: Search

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1238 results.
  • 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). Assessment task library (Alternate Assessment Design-Mathematics. Technical Report 6). SRI International. http://alternateassessmentdesign.sri.com/AAD_M_TechReports.html

  • 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

  • Mostert, M. P. (2001). Facilitated communication since 1995: A review of published studies. Journal of Autism and Developmental Disorders, 31(3), 287–313. https://doi.org/10.1023/A:1010795219886

  • Mucchetti, C. A. (2013). Adapted shared reading at school for minimally verbal students with autism. Autism: The International Journal of Research and Practice, 17(3), 358–372. https://doi.org/10.1177/136236131270495

  • Mueller, L., Ferrara, S., Swaffield, S., & Alexander, D. G. (2009). The South Carolina alternate assessment. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 301–314). Paul H. Brookes.

  • Mueller, T. G., Singer, G. H., & Carranza, F. D. (2006). A national survey of the educational planning and language instruction practices for students with moderate to severe disabilities who are English language learners. Research and Practice for Persons with Severe Disabilities, 31(3), 242–254. https://doi.org/10.1177/154079690603100304