AA-AAAS Bibliography: Search

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1214 results.
  • Olson, A., Leko, M. M., & Roberts, C. A. (2016). Providing students with severe disabilities access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 41(3), 143–157. https://doi.org/10.1177/1540796916651975

  • Olson, B., Mead, R., & Payne, D. (2002). A report of a standard setting method for alternate assessments for students with significant disabilities (Synthesis Report No. 47). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis47.html
  • Orellana, K. M. (2010). The influence of the Tennessee comprehensive assessment program-alternate portfolio assessment on the education of students with significant disabilities in Tennessee public schools (Publication No. 3404168) [Doctoral dissertation, Tennessee State University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/502235014
  • Orlando, A., & Ruppar, A. (2016). Literacy instruction for students with multiple and severe disabilities who use augmentative/alternative communication (CEEDAR Document No. IC-16). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center. http://ceedar.education.ufl.edu/tools/innovation-configurations/

  • Orlando, A.-M., & de Valenzuela, J. S. (2018). Developing language and communication. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 21–42). Paul H. Brookes.
  • Orr, A. C., & Conley, J. F. (2016). Mobile technology and differentiated learning: Meeting the needs of students with significant disabilities. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. IV (pp. 2414–2429). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch107

  • Ostryn, C., Wolfe, P. S., & Rusch, F. R. (2008). A review and analysis of the Picture Exchange Communication System (PECS) for individuals with autism spectrum disorders using a paradigm of communication competence. Research and Practice for Persons with Severe Disabilities, 33(1), 13–24. https://doi.org/10.2511/rpsd.33.1-2.13

  • Ottley, J. R., Yahn, J. J., Clifton, J. A., & Storie, S. O. (2023). This is who we are and what we do: A case study of two districts exemplifying inclusivity. TIES Center. https://publications.ici.umn.edu/ties/case-studies-of-two-districts-exemplifying-inclusivity/case-study-of-two-districts-exemplifying-inclusion
  • Ozen, A., Ergenekon, Y., & Ulke-Kurkcuoglu, B. (2017). Effects of using simultaneous prompting and computer-assisted instruction during small group instruction. Journal of Early Intervention, 39(3), 236–252. https://doi.org/10.1177/1053815117708998

  • O’Neill, T., Light, J., & Pope, L. (2018). Effects of interventions that include aided augmentative and alternative communication input on the communication of individuals with complex communication needs: A meta-analysis. Journal of Speech, Language, and Hearing Research, 61(7), 1743–1765. https://doi.org/10.1044/2018_JSLHR-L-17-0132

  • 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

  • Parker, A. T., Inman, A., Yeung, F., Ostrander, K., & Bullen, M. (2024). Perceptions on the use of distance learning by families of children with visual impairment and deafblindness. British Journal of Visual Impairment, 42(2), 530–543. https://doi.org/10.1177/02646196221149565
  • 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