AA-AAAS Bibliography: Search

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1135 results.

  • 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., Lo, Y., & Polly, D. (2014). Beginning numeracy skills. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 149–168). Paul H. Brookes. https://brookespublishing.com

  • 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

  • Schaefer, J. M., Cannella-Malone, H., & Brock, M. E. (2018). Effects of peer support arrangements across instructional formats and environments for students with severe disabilities. Remedial and Special Education, 39(1), 3–14. https://doi.org/10.1177/0741932517727865

  • Schafer, W. D. (2005). Technical documentation for alternate assessments. Practical Assessment, Research & Evaluation, 10(10), 1–9. https://scholarworks.umass.edu/pare

  • Schafer, W. D. (2009). Principles unique to alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 365–368). Paul H. Brookes.

  • Schafer, W. D., & Lissitz, R. W. (Eds.). (2009). Alternate assessments based on alternate achievement standards: Policy, practice, and potential. Paul H. Brookes.

  • Schenning, H., Knight, V., & Spooner, F. (2013). Effects of structured inquiry and graphic organizers on social studies comprehension by students with autism spectrum disorders. Research in Autism Spectrum Disorders, 7(4), 526–540. https://doi.org/10.1016/j.rasd.2012.12.007

  • Schuh, M. C., Knackstedt, K. M., Cornett, J., Choi, J. H., Pollitt, D. T., & Satter, A. L. (2018). All means all: Connecting federal education policy and local implementation practice through evidence and equity. Inclusion, 6(1), 45–99. https://doi.org/10.1352/2326-6988-6.1.45

  • Schulman, S. J. (2017). A psychometric analysis of an alternate assessment for students with multiple disabilities (Publication No. 10757829) [Doctoral dissertation, Rutgers, The State University of New Jersey]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1994113130

  • Schwartz, I. S., Gauvreau, A. N., & Bateman, K. (2019). Effective strategies for working with young children 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. 171–192). Paul H. Brookes.

  • Schworer, E. K., Soltani, A., Altaye, M., Fidler, D. J., & Esbensen, A. J. (2023). Cognitive flexibility assessment in youth with Down syndrome: Reliability, practice effects, and validity. Research in Developmental Disabilities, 133, 104416. https://doi.org/10.1016/j.ridd.2022.104416
  • Sells, D. (2020). Access to the general education curriculum for students with disabilities: The lived experience of special education teachers (Publication No. 28022703) [Doctoral dissertation, Piedmont College]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2427529626

  • Sennott, S. C., Light, J. C., & McNaughton, D. (2016). AAC modeling intervention research review. Research and Practice for Persons with Severe Disabilities, 41(2), 101–115. https://doi.org/10.1177/1540796916638822

  • Sheldon, E., & Erickson, K. (2020). Emergent literacy instruction for students with significant disabilities in the regular classroom. Assistive Technology Outcomes and Benefits, 14(1), 135–160. https://www.atia.org/home/at-resources/atob/