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833 results.
  • Ysseldyke, J., Olsen, K., & Thurlow, M. (1997). Issues and considerations in alternate assessments (Synthesis Report No. 27). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis27.htm
  • Ysseldyke, J., Thurlow, M., Erickson, R., Gabrys, R., Haigh, J., Trimble, S., & Gong, B. (1996). A comparison of state assessment systems in Kentucky and Massachusetts with a focus on the participation of students with disabilities (Maryland/Kentucky Report 1). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/AssessmentSeries/MDKY1.html

  • Zagona, A. (2017). Supporting students with significant disabilities to access the general education curriculum within inclusive classrooms (Publication No. 10267718) [Doctoral dissertation, The University of Arizona]. ProQuest Dissertations and Theses Global. http://arizona.openrepository.com/arizona/

  • Zahra, L. (2015). An alternate assessment for students with multiple disabilities: A psychometric evaluation and measurement validation study (Publication No. 10004984) [Doctoral dissertation, Rutgers, The State University of New Jersey]. ProQuest Dissertations and Theses Global. https://rucore.libraries.rutgers.edu/rutgers-lib/48221/PDF/1/

  • Zatta, M. C., & Pullin, D. C. (2004). Education and alternate assessment for students with significant cognitive disabilities: Implications for educators. Education Policy Analysis Archives, 12(16), 1–27. https://doi.org/10.14507/epaa.v12n16.2004

  • Zebehazy, K. T., Zigmond, N., & Zimmerman, G. J. (2012). Performance measurement and accommodation: Students with visual impairments on Pennsylvania’s alternate assessment. Journal of Visual Impairment & Blindness, 106(1), 17–30. https://doi.org/10.1177/0145482X1210600103

  • Zinth, J. (2018). High school diploma options that meet federal graduation rate calculation requirements. Education Commission of the States. https://eric.ed.gov/?id=ED581503

  • de Valenzuela, J. S., & Tracey, M. M. (2007). The role of language and communication as the basis for literacy. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for students with moderate or severe disabilities. Paul H. Brookes.

  • van Dijk, J., Nelson, C., Postma, A., & van Dijk, R. (2012). Deaf children with severe multiple disabilities: Etiologies, intervention, and assessment. In M. Marschark & P. E. Spencer (Eds.), The Oxford handbook of deaf studies, language, and education (Vol. 2, pp. 171–192). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195390032.013.0012

  • van der Meer, L. (2016). iPods and iPads as AAC devices for children with developmental disorders. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 846–872). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch036

  • van der Meer, L., & Rispoli, M. (2010). Communication interventions involving speech-generating devices for children with autism: A review of the literature. Developmental Neurorehabilitation, 13(4), 294–306. https://doi.org/10.1007/s10882-014-9401-5

  • van der Meer, L., Achmadi, D., Cooijmans, M., Didden, R., Lancioni, G. E., O’Reilly, M. F., Roche, L., Stevens, M., Carnett, A., Hodis, F., Green, V. A., Sutherland, D., Lang, R., Rispoli, M., Marschik, P. B., & Sigafoos, J. (2015). An iPad-based intervention for teaching picture and word matching to a student with ASD and severe communication impairment. Journal of Developmental and Physical Disabilities, 27(1), 67–78. https://doi.org/10.1007/s10882-014-9401-5

  • van der Meer, L., Kagohara, D., Achmadi, D., Green, V. A., Herrington, C., Sigafoos, J., O’Reilly, M. F., Lancioni, G. E., Lang, R., & Rispoli, M. (2011). Teaching functional use of an iPod-based speech-generating device to individuals with developmental disabilities. Journal of Special Education Technology, 26(3), 1–11. https://doi.org/10.1177/016264341102600301