AA-AAAS Bibliography: Search

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1255 results.

  • Root, J. R., Ingelin, B., & Cox, S. K. (2021). Teaching mathematical word problem solving to students with autism spectrum disorder: A best-evidence synthesis. Education and Training in Autism and Developmental Disabilities, 56(4), 420–436. https://www.jstor.org/journal/eductraiautideve

  • Root, J. R., Jimenez, B. A., Saunders, A. F., & Stanger, C. (2020). Replication research to support mathematical learning of students with extensive support needs. Exceptionality, 28(2), 109–120. https://doi.org/10.1080/09362835.2020.1743708
  • Root, J. R., Jimenez, B., & Saunders, A. (2022). Leveraging the UDL framework to plan grade-aligned mathematics in inclusive settings. Inclusive Practices, 1(1), 13–22. https://doi.org/10.1177/20503121211000912

  • Root, J. R., Knight, V. F., & Mims, P. J. (2017). A guide to addressing multiple priorities in core content instruction for students with severe disabilities. Career Development and Transition for Exceptional Individuals, 40(1), 56–61. https://doi.org/10.1177/2165143416680997

  • Root, J. R., Lindström, E. R., Gilley, D., & Chen, R. (2023). Impact of the COVID-19 pandemic on instructional experiences of students with intellectual and developmental disability. The Journal of Special Education, 57(3), 162–170. https://doi.org/10.1177/00224669231151914
  • Root, J. R., Saunders, A., Cox, S. K., Gilley, D., & Clausen, A. (2024). Teaching word problem solving to students with autism and intellectual disability. TEACHING Exceptional Children, 57(1), 44–55. https://doi.org/10.1177/00400599221116821
  • Root, J., Saunders, A., Jimenez, B., & Gilley, D. (2023). Essential components for math instruction: Considerations for students with extensive support needs. TEACHING Exceptional Children, 56(1), 34–43. https://doi.org/10.1177/00400599221120882
  • Rossetti, Z., Lehr, D., Shaheen, T., Baulier, K., Burnette, K., & Taub, D. (2023). Parent perceptions of remote instruction for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 48(1), 41–58. https://doi.org/10.1177/15407969231154166
  • Ruble, L., McGrew, J., Dale, B., & Yee, M. (2022). Goal attainment scaling: An idiographic measure sensitive to parent and teacher report of IEP goal outcome assessment for students with ASD. Journal of Autism and Developmental Disorders, 52(8), 3344–3352. https://www.springer.com/journal/10803
  • Ruhter, L. (2022). Using the UDL framework in inquiry-based science teaching to support students with extensive support needs in inclusive classrooms. Inclusive Practices, 1(4), 139–146. https://doi.org/10.1177/27324745221093766
  • Ruhter, L., & Karvonen, M. (advance online publication). The impact of professional development on data-based decision-making for students with extensive support needs. Remedial and Special Education, 45(1), 44–57. https://doi.org/10.1177/07419325231164636

  • Ruppar, A. L. (2015). A preliminary study of the literacy experiences of adolescents with severe disabilities. Remedial and Special Education, 36(4), 235–245. https://doi.org/10.1177/0741932514558095

  • Ruppar, A. L. (2017). “Without being able to read, what’s literacy mean to them?”: Situated beliefs about literacy for students with significant disabilities. Teaching and Teacher Education, 67, 114–124. https://doi.org/10.1016/j.tate.2017.06.003

  • Ruppar, A. L., Allcock, H., & Gonsier-Gerdin, J. (2017). Ecological factors affecting access to general education content and contexts for students with significant disabilities. Remedial and Special Education, 38(1), 53–63. https://doi.org/10.1177/0741932516646856

  • Ruppar, A. L., Dymond, S. K., & Gaffney, J. S. (2011). Teachers’ perspectives on literacy instruction for students with severe disabilities who use augmentative communication. Research and Practice for Persons with Severe Disabilities, 36(3), 100–111. https://doi.org/10.2511/027494811800824435

  • Ruppar, A. L., Gaffney, J. S., & Dymond, S. K. (2015). Influences on teachers’ decisions about literacy for students with severe disabilities. Exceptional Children, 81(2), 209–226. https://doi.org/10.1177/0014402914551739

  • 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., Bubash, S., & Kurth, J. (2023). Identify and prioritize long- and short-term learning goals: Students with extensive support needs. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 134–144). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-12