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Wallace, T., & Tichá, R. (2012). Extending curriculum-based measurement to assess performance of students with significant cognitive disabilities. In C. A. Espin, K. L. McMaster, S. Rose, & M. M. Way (Eds.), A measure of success: The influence of curriculum-based measurement on education (pp. 211–222). University of Minnesota Press.
Wallace, T., Tichá, R., & Gustafson, K. (2008). Study of general outcome measurement (GOMs) in reading for students with significant cognitive disabilities: Year 1 (Technical Report No. 27). Research Institute on Progress Monitoring, University of Minnesota. https://www.progressmonitoring.org/techreports/tr27sigcog.pdf
Ward, T. (2008). Voice, vision, and the journey ahead: Redefining access to the general curriculum and outcomes for learners with significant support needs. Research and Practice for Persons with Severe Disabilities, 33(4), 241–248. https://doi.org/10.2511/rpsd.33.4.241
Ward, T., Van De Mark, C. A., & Ryndak, D. L. (2006). Balanced literacy classrooms and embedded instruction for students with severe disabilities: Literacy for all in the age of school reform. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities. Paul H. Brookes.
Ware, J. (2014). Curriculum considerations in meeting the educational needs of learners with severe intellectual disabilities. In L. Florian (Ed.), The SAGE handbook of special education (pp. 491–503). SAGE. https://doi.org/10.4135/9781446282236.n31
Warlick, K., & Olsen, K. (1999). How to conduct alternate assessments: Practices in nine states. Mid-South Regional Resource Center (MSRRC), Interdisciplinary Human Development Institute, University of Kentucky. http://marces.org/mdarch/pdf/1000013.pdf
Warlick, K., & Olsen, K. (1999). Who takes the alternate assessment? State criteria (Revised). Mid-South Regional Resource Center (MSRRC), Interdisciplinary Human Development Institute, University of Kentucky. https://files.eric.ed.gov/fulltext/ED431259.pdf
Warren, T., Cagliani, R. R., Whiteside, E., & Ayres, K. M. (2021). Effect of task sequence and preference on on-task behavior. Journal of Behavioral Education, 30(1), 112–129. https://doi.org/10.1007/s10864-019-09358-1
Wehmeyer, M. L. (2011). Access to general education curriculum for students with significant cognitive disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (1st ed., pp. 544–556). Routledge.
Wehmeyer, M. L., & Agran, M. (2006). Promoting access to the general curriculum for students with significant cognitive disabilities. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities. Paul H. Brookes.
Wehmeyer, M. L., & Lee, S.-H. (2017). Individualized education programs to promote access to the general education curriculum for students with intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 119–129). Routledge.
Wehmeyer, M. L., & Shogren, K. A. (2017). Access to general education curriculum for students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 662–674). Routledge.
Wehmeyer, M. L., Shogren, K., Verdugo, M. A., Nota, L., Soresi, S., Lee, S.-H., & Lachapelle, Y. (2014). Cognitive impairment and intellectual disability. In A. F. Rotatori (Ed.), Special education international perspectives: Biopsychosocial, cultural, and disability aspects (Vol. 27, pp. 55–89). Emerald Group Publishing Limited. https://doi.org/10.1108/S0270-401320140000027002
Wells, M. V. B. (2016). Special education teachers’ sense of efficacy and reading achievement of students with severe disabilities (Publication No. 10157921) [Doctoral dissertation, Capella University]. ProQuest Dissertations and Theses Global.
Weng, P. L., & Bouck, E. C. (2016). An evaluation of app-based and paper-based number lines for teaching number comparison. Education and Training in Autism and Developmental Disabilities, 51(1), 27–40. http://www.daddcec.com/etadd.html
Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a teacher training a paraprofessional to promote communication for a student with autism and complex communication needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217–226. https://doi.org/10.1177/1088357617736052
Whetstone, P. J. (2002). Alternate assessment of students with disabilities: A policy study of Colorado and Wyoming (Publication No. 3060001) [Doctoral dissertation, University of Northern Colorado]. ProQuest Dissertations and Theses Global.
White, M. T., Garrett, B., Kearns, J. F., & Grisham-Brown, J. (2003). Instruction and assessment: How students with deaf-blindness fare in large-scale alternate assessments. Research and Practice for Persons with Severe Disabilities, 28(4), 205–213. https://doi.org/10.2511/rpsd.28.4.205
White, S. C. (2021). Impact of selected reading intervention strategies on state-required reading assessments (Publication No. 28863830) [Doctoral dissertation, Charleston Southern University]. ProQuest Dissertations and Theses Global.
- Wiener, D. (2002). Massachusetts: One state’s approach to setting performance levels on the alternate assessment (Synthesis Report No. 48). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis48.html