AA-AAAS Bibliography: Search

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1255 results.

  • 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

  • Muharib, R., Walker, V., & Dunn, W. (2024). Effects of interventions involving tablet-based speech-generating devices for individuals with ASD: A meta-analysis. Journal of Autism and Developmental Disorders, 54(12), 4496–4514. https://doi.org/10.1007/s10803-023-06173-6
  • Murray, M., & Seals, M. (2023). How preparation programs for moderate-severe disabilities in Ohio incorporate high-leverage instructional practices. TIES Center, University of Minnesota. https://publications.ici.umn.edu/ties/hlp-article/how-prep-programs-incorporate-hlp
  • Murray, M., & Seals, M. (2023). Paraeducator’s roles in supporting students with significant cognitive disabilities in PreK–12 settings. University of Minnesota, TIES Center. https://publications.ici.umn.edu/ties/paraprofessional-report/paraeducators-role

  • Musson, J. E., Thomas, M., Towles-Reeves, E., & Kearns, J. (2010). An analysis of state alternate assessment participation guidelines. The Journal of Special Education, 44(2), 67–78. https://doi.org/10.1177/0022466909333515

  • Myles, B. S., Coffin, A. B., Rogers, J., Szakacs, W., & Earles-Vollrath, T. (2016). Using technology to support social competence. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 826–844). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch035

  • Naeemy, M. I., & Yoneda, H. (2024). Students with intensive needs in an inclusive education system: A literature review. Journal of International Conference on Scientific and Academic Research (ICSAR), 8(2), 204–229. https://doi.org/10.17977/um005v8i2p204
  • Nagle, K. M., Cameto, R., Haertel, G., DeBarger, A. H., & Morrison, K. (2011). Current state of mathematics assessment in alternate assessment (Alternate Assessment Design-Mathematics. Technical Report 2). SRI International. http://alternateassessmentdesign.sri.com/AAD_M_TechReports.html

  • Nagle, K. M., Cameto, R., Haertel, G., DeBarger, A. H., & Morrison, K. (2012). Alternate assessment design – English language arts. Technical report 2: Current state of alternate assessments in English language arts. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_ELA_TechRpt2_033012_FINALrev_disclaimer.pdf