AA-AAAS Bibliography: Search

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1066 results.
  • Ruppar, A. L., Neeper, L. S., & Dalsen, J. (2016). Special education teachers’ perceptions of preparedness to teach students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 41(4), 273–286. https://doi.org/10.1177/1540796916672843

  • Ruppar, A. L., Olson, A. J., Fisher, K. W., & Orlando, A.-M. (2018). Exposure to literacy for students eligible for the alternate assessment. Education and Training in Autism and Developmental Disabilities, 53(2), 192–208. https://www.jstor.org/journal/eductraiautideve
  • Ruppar, A. L., Roberts, C. A., & Olson, A. J. (2017). Perceptions about expert teaching for students with severe disabilities among teachers identified as experts. Research and Practice for Persons with Severe Disabilities, 42(2), 121–135. https://doi.org/10.1177/1540796917697311

  • Ruppar, A., Kurth, J., Bubash, S., & Turner, E. L. (2023). A framework for preparing to teach students with extensive support needs in the 21st century. Teacher Education and Special Education, 46(1), 26–43. https://doi.org/10.1177/08884064211059853
  • Ruppar, A., Roberts, C., & Olson, A. J. (2015). Faculty perceptions of expertise among teachers of students with severe disabilities. Teacher Education and Special Education, 38(3), 240–253. https://doi.org/10.1177/0888406414552331

  • Ruppar, J. (2013). Authentic literacy and communication in inclusive settings for students with significant disabilities. TEACHING Exceptional Children, 46(2), 44–50. https://doi.org/10.1177/004005991304600205

  • Ryan, J., Jameson, J. M., Coleman, O. F., Eichelberger, C., Bowman, J. A., Conradi, L. A., Johnston, S. S., & McDonnell, J. (2019). Inclusive social studies content instruction for students with significant intellectual disability using structured inquiry-based instruction. Education and Training in Autism and Developmental Disabilities, 54(4), 420–436. https://www.jstor.org/journal/eductraiautideve
  • Ryndak, D. L., Lehr, D., Harayama, N., & Foster, M. H. (2022). Collaborative teaming for effective inclusive education for students with severe disabilities. In J. McLeskey, F. Spooner, R. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 348–374). Guilford. https://doi.org/10.4324/9781003043874-17
  • Ryndak, D. L., Taub, D., Jorgensen, C. M., Gonsier-Gerdin, J., Arndt, K., Sauer, J., Ruppar, A. L., Morningstar, M. E., & Allcock, H. (2014). Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities, 39(1), 65–74. https://doi.org/10.1177/1540796914533942

  • Ryndak, D., Jackson, L. B., & White, J. M. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K–12 inclusive-education research and implications for the future. Inclusion, 1(1), 28–49. https://doi.org/10.1352/2326-6988-1.1.028

  • Sabale, J. R. (2016). A collective case study on two speech and language impaired learners with autism: The instructional implications of a hybrid applied behavior analysis (ABA) and iPad app-infused model. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 1104–1142). Hershey, PA. https://doi.org/10.4018/978-1-5225-0034-6.ch048

  • Safer-Lichtenstein, J., Hamilton, J., & McIntyre, L. L. (2023). Impact of state-level changes to school-based autism identification criteria. Journal of Applied School Psychology, 39(3), 268–285. https://doi.org/10.1080/15377903.2023.2182857
  • Sailor, W. (2008). Access to the general curriculum: Systems change or tinker some more? Research and Practice for Persons with Severe Disabilities, 33(4), 249–257. https://doi.org/10.2511/rpsd.33.4.249

  • Sansosti, F. J., Mizenko, M. L., & Krupko, A. (2016). The use of computer-based technologies to increase the academic, behavioral, and social outcomes of students with autism spectrum disorders in schools: Considerations for best approaches in educational practice. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 887–904). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch038

  • Sato, E., Nagle, K., Cameto, R., Sheinker, A., Lehr, D., Harayama, N., Cook, H. G., & Whetstone, P. (2012). Understanding learning progressions and learning maps to inform the development of assessment for students in special populations (Symposium 2011 Topic 2 White Paper). https://www.noexperiencenecessarybook.com/7l1n2/microsoft-word-topic-2-learningprogressions-mapsandspecpop-docx.html

  • Saunders, A. F., Bethune, K. S., Spooner, F., & Browder, D. (2013). Solving the common core equation: Teaching mathematics CCSS to students with moderate and severe disabilities. TEACHING Exceptional Children, 45(3), 24–33. https://doi.org/10.1177/004005991304500303

  • Saunders, A. F., Root, J. R., & Jimenez, B. A. (2019). Recommendations for inclusive educational practices in mathematics for students with extensive support needs. Inclusion, 7(2), 75–91. https://doi.org/10.1352/2326-6988-7.2.75

  • Saunders, A. F., Spooner, F., Browder, D., Wakeman, S., & Lee, A. (2013). Teaching the Common Core in English language arts to students with severe disabilities. TEACHING Exceptional Children, 46(2), 22–33. https://doi.org/10.1177/004005991304600203

  • Saven, J. L., Anderson, D., Nese, J. F. T., Farley, D., & Tindal, G. (2016). Patterns of statewide test participation for students with significant cognitive disabilities. The Journal of Special Education, 49(4), 209–220. https://doi.org/10.1177/0022466915582213

  • Saven, J. L., Farley, D., & Tindal, G. (2013). Constructing alternate assessment cohorts: An Oregon perspective (Research Brief No. 3). National Center on Assessment and Accountability for Special Education (NCAASE). https://www.ncaase.com/publications/view?id=74