AA-AAAS Bibliography: Search

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1255 results.
  • McMahon, D., & Tucker, L. (2024). Say yes to address AT: Create a new assistive technology culture informed by new AT guidance. TEACHING Exceptional Children, 57(1), 88–93. https://doi.org/10.1177/00400599241282123
  • Mechling, L. C., & Hunnicutt, J. R. (2011). Computer-based video self-modeling to teach receptive understanding of prepositions by students with intellectual disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 369–385. https://www.jstor.org/journal/eductraiautideve

  • Mechling, L. M., & Swindle, C. O. (2013). Fine and gross motor task performance when using computer-based video models by students with autism and moderate intellectual disability. The Journal of Special Education, 47(3), 135–147. https://doi.org/10.1177/0022466911433859

  • Mehl-Schneider, T. B. (2016). Recent advances in augmentative and alternative communication: The advantages and challenges of technology applications for communicative purposes. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. IV (pp. 2236–2248). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch097

  • Menezes, M., Pappagianopoulos, J., Robinson, M. F., Sadikova, E., Cross, R., & Mazurek, M. O. (2023). Disparities in special education services for youth with autism spectrum disorder in the United States. The Journal of Special Education, 56(4), 219–224. https://doi.org/10.1177/00224669221096428
  • Meyers, A. (2023). Inclusive practices with special programs through peer mentoring (Publication No. 30485693) [Wilmington University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2808487357
  • Miller, A. L. (2022). Reconceptualizing education grounded in the multimodal discourses of girls of color labeled with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities, 47(3), 158–175. https://doi.org/10.1177/15407969221119848

  • Miller, B. (2012). Ensuring meaningful access to the science curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 44(6), 16–25. https://doi.org/10.1177/004005991204400602

  • 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