AA-AAAS Bibliography: Search

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1250 results.
  • Raley, S. K., Hagiwara, M., Burke, K. M., Kiblen, J. C., & Shogren, K. A. (2023). Supporting all students to be self-determined: Using the self-determined learning model of instruction within multi-tiered systems of supports. Inclusive Practices, 2(1), 3–12. https://doi.org/10.1177/27324745221132478
  • Raley, S. K., Kutscher, E., Shogren, K. A., Kurth, J. A., & Matusevich, H. A. (2023). Finding common ground: Tips to promote self-determination in inclusive contexts for high school general and special educators. Inclusive Practices, 2(1), 22–29. https://doi.org/10.1177/27324745221144306
  • Ramirez, D. (2024). Using a multi-tiered reading model to improve sight word recognition for students with severe disabilities (Publication No. 31235374) [Doctoral dissertation, Wilmington University (Delaware)]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3057583317
  • Rao, S., & Kane, M. T. (2009). Teaching students with cognitive impairment chained mathematical task of decimal subtraction using simultaneous prompting. Education and Training in Developmental Disabilities, 44(2), 244–256. https://www.jstor.org/journal/eductraidevedisa
  • Rao, S., & Mallow, L. (2009). Using simultaneous prompting procedure to promote recall of multiplication facts by middle school students with cognitive impairment. Education and Training in Developmental Disabilities, 44(1), 80–90. https://www.jstor.org/journal/eductraidevedisa

  • Ratz, C. (2013). Do students with Down syndrome have a specific learning profile for reading? Research in Developmental Disabilities, 34(12), 4504–4514. https://doi.org/10.1016/j.ridd.2013.09.031

  • Ratz, C., & Lenhard, W. (2013). Reading skills among students with intellectual disabilities. Research in Developmental Disabilities, 34(5), 1740–1748. https://doi.org/10.1016/j.ridd.2013.01.021

  • Ravet, J. (2013). Delving deeper into the black box: Formative assessment, inclusion and learners on the autism spectrum. International Journal of Inclusive Education, 17(9), 948–964. https://doi.org/10.1080/13603116.2012.719552

  • Rectenwald, R. (2021). A study on perceptions to provide literacy instruction to students with multiple disabilities (Publication No. 28808949) [Doctoral dissertation, University of Pittsburgh]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2601427852
  • Reed, A. S., Francis, G. L., & Kinas-Jerome, M. (2022). The American Rescue Plan Act funds and students with extensive support needs: Three considerations for technology access and use. Inclusive Practices, 1(3), 83–87. https://doi.org/10.1177/27324745211062519
  • Reese, L. (2020). The participation of children with multiple disabilities in the Florida State Alternate Assessment: Parent perspectives (Publication No. 28027374) [Doctoral dissertation, University of South Florida]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2444666597

  • Reichle, J. (1997). Communication intervention with persons who have severe disabilities. The Journal of Special Education, 31(1), 110–134. https://doi.org/10.1177/002246699703100110

  • Reichle, J., Simacek, J., & Parker-McGowan, Q. E. (2019). Considerations in implementing aided low-tech AAC systems for individuals with autism spectrum disorder and complex communication needs. In J. B. Ganz & R. L. Simpson (Eds.), Interventions for individuals with autism spectrum disorder and complex communication needs (pp. 83–102). Paul H. Brookes.

  • Rendoth, T., Duncan, J., & Foggett, J. (2022). Inclusive curricula for students with severe intellectual disabilities or profound and multiple learning difficulties: A scoping review. Journal of Research in Special Educational Needs, 22(1), 76–88. https://doi.org/10.1111/1471-3802.12544

  • Restorff, D. E., & Abery, B. H. (2013). Observations of academic instruction for students with significant intellectual disability: Three states, thirty-nine classrooms, one view. Remedial and Special Education, 34(5), 282–292. https://doi.org/10.1177/0741932512474995

  • Restorff, D., Sharpe, M., Abery, B., Rodriguez, M., & Kim, N. K. (2012). Teacher perceptions of alternate assessments based on alternate achievement standards: Results from a three-state survey. Research and Practice for Persons with Severe Disabilities, 37(3), 185–198. https://doi.org/10.2511/027494812804153570

  • Rey, G. A. (2023). Parent and teacher perceptions of students’ self-advocacy skills in self-contained settings (Publication No. 30488268) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2811112861
  • Reynolds, C. R., Altmann, R. A., & Allen, D. N. (2021). Assessment accommodations. In C. R. Reynolds, R. A. Altmann, & D. N. Allen, Mastering modern psychological testing theory and methods (2nd ed.). Springer Nature. https://doi.org/10.1007/978-3-030-59455-8_16
  • Riesen, T., Polychronis, S., & Ivy, S. (2023). Provide scaffolded supports: Response and stimulus prompts. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 185–196). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-16

  • Riggs, L., Collins, B. C., Kleinert, H. L., & Knight, V. F. (2013). Teaching principles of heredity to high school students with moderate and severe disabilities. Research and Practice for Persons with Severe Disabilities, 38(1), 30–43. https://doi.org/10.2511/027494813807046971