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920 results.
  • Yancey, D., & Wiggins, T. (2023). A case study exploring the perception and uptake of MTSS interventions by leaders, teachers, and support staff in two Georgia middle schools (Publication No. 30489752) [Doctoral dissertation, Augusta University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2811778978
  • Yorke, A. M., Caron, J. G., Pukys, N., Sternad, E., Grecol, C., & Shermak, C. (2021). Foundational reading interventions adapted for individuals who require augmentative and alternative communication (AAC): A systematic review of the research. Journal of Developmental and Physical Disabilities, 33(4), 537–582. https://doi.org/10.1007/s10882-020-09767-5

  • Yovanoff, P., & Tindal, G. (2007). Scaling early reading alternate assessments with statewide measures. Exceptional Children, 73(2), 184–201. https://doi.org/10.1177/001440290707300204

  • Ysseldyke, J., & Olsen, K. (1999). Putting alternate assessments into practice: What to measure and possible sources of data (Synthesis Report No. 28). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis28.htm
  • 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. https://www.proquest.com/docview/1901011117
  • Zagona, A. L., Kurth, J. A., Turner, E. L., Pace, J., Shogren, K., Lansey, K., Jameson, M., Burnette, K., Mansouri, M., Hicks, T., & Gerasimova, D. (2022). Ecobehavioral analysis of the experiences of students with complex support needs in different classroom types. Research and Practice for Persons with Severe Disabilities, 47(4), 209–228. https://doi.org/10.1177/15407969221126496
  • Zagona, A. L., Lansey, K. R., Kurth, J. A., & Kuhlemeier, A. (2021). Fostering participation during literacy instruction in inclusive classrooms for students with complex support needs: Educators’ strategies and perspectives. The Journal of Special Education, 55(1), 34–44. https://doi.org/10.1177/0022466920936671
  • 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://www.proquest.com/docview/1765155728
  • 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.

  • de Valenzuela, J. S., Pacheco, R., & Shenoy, S. (2022). Current practices and challenges in language proficiency assessment for English learners with complex support needs. Research and Practice for Persons with Severe Disabilities, 47(1), 6–21. https://doi.org/10.1177/15407969221075848
  • 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