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1135 results.
  • 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

  • Vaughan, V. (2019). A case study: Exploring parents’ and teachers’ perceptions of adaptive behavior instruction to determine their contribution to quality of life for students with complex disabilities in a Delaware specialized school (Publication No. 13810740) [Doctoral dissertation, Drexel University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2202356313
  • Vazquez, Y. (2023). Parents’ expectations of developmentally delayed children with special education needs (SEN) when transitioning out of non-classroom based independent studies charter high schools (Publication No. 30571021) [Doctoral dissertation, University of Massachusetts]. ProQuest Dissertations and Theses Global.
  • Velasco, P. B. (2023). Determining and describing the essential components of a purposeful inclusion for students with significant cognitive disabilities (Publication No. 30489987) [Doctoral dissertation, University of St. Thomas]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2849770422
  • Vincent, L. B., & Morrison, J. Q. (2022). Preparing school psychologists to promote inclusive practices for students with significant cognitive disabilities. TIES Center, University of Minnesota. https://publications.ici.umn.edu/ties/reports/preparing-school-psychologists
  • Vélez-Coto, M., Rodríguez-Fórtiz, M. J., Rodriguez-Almendros, M. L., Cabrera-Cuevas, M., Rodríguez-Domínguez, C., Ruiz-López, T., Burgos-Pulido, Á., Garrido-Jiménez, I., & Martos-Pérez, J. (2017). SIGUEME: Technology-based intervention for low-functioning autism to train skills to work with visual signifiers and concepts. Research in Developmental Disabilities, 64, 25–36. https://doi.org/10.1016/j.ridd.2017.02.008

  • Waddington, H., van der Meer, L., Carnett, A., & Sigafoos, J. (2017). Teaching a child with ASD to approach communication partners and use a speech-generating device across settings: Clinic, school, and home. Canadian Journal of School Psychology, 32(3), 228–243. https://doi.org/10.1177/0829573516682812

  • Wagner, S., Cameto, R., & Haertel, G. (2011). Alternate assessment design -- Mathematics. Technical report 10: Summary of task and item try-outs. SRI International. http://alternateassessmentdesign.sri.com/documents/Summary_of_TaskandItemTry_112811.pdf

  • Wakeman, S. Y., & Lee, A. (2014). Common core state standards primer for special educators. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 37–59). Paul H. Brookes. https://brookespublishing.com
  • Wakeman, S. Y., Browder, D. M., Meier, I., & McColl, A. (2007). The implications of No Child Left Behind for students with developmental disabilities. Mental Retardation and Developmental Disabilities Research Reviews, 13(2), 143–150. https://doi.org/10.1002/mrdd.20147

  • Wakeman, S. Y., Flowers, C., & Browder, D. M. (2014). Delivering alternate assessment and student progress monitoring in inclusive schools. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 363–376). Routledge.

  • Wakeman, S. Y., Karvonen, M., Flowers, C., & Ruhter, L. (2022). Alternate assessments and monitoring student progress in inclusive classrooms. In J. McLeskey, F. Spooner, R. Algozzine, & N. L. Waldron (Eds.), Handbook of effective inclusive elementary schools: Research and practice (2nd ed., pp. 302–321). Routledge. https://doi.org/10.4324/9781003043874-15
  • Wakeman, S. Y., Pennington, R., Cerrato, B., Saunders, A., & Ahlgrim-Delzell, L. (2021). Parent perceptions regarding literacy instruction for students with intellectual disability. Journal of Intellectual Disability Research, 65(1), 86–98. https://doi.org/10.1111/jir.12795
  • Wakeman, S. Y., Thurlow, M., Reyes, E., & Kearns, J. (2022). Fair and equitable grading for ALL students in inclusive settings. Inclusive Practices, 1(4), 127–131. https://doi.org/10.1177/27324745211055398
  • Wakeman, S., Karvonen, M., & Ahumada, A. (2013). Changing instruction to increase achievement for students with moderate to severe intellectual disabilities. TEACHING Exceptional Children, 46(2), 6–13. https://doi.org/10.1177/004005991304600201

  • Wakeman, S., Karvonen, M., Kearns, J., & Stoehr, M. (2023). Use multiple sources of information to develop a comprehensive understanding of a student’s strengths and 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. 39–51). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-5
  • Wakeman, S., Wu, Y.-C., Ghere, G., Johnson, H., Bowman, J., & Clausen, A. M. (2022). Separate school placement trends by category and age for students with extensive support needs (TIES Center Report 105). TIES Center. https://tiescenter.org/resources?text=105
  • Walker, M. F. (2023). Equity for all: Effectively implementing a student support model while managing change (Publication No. 30488772) [Harvard University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2821508236
  • Walker, R., Swain, J., & Pellicano, E. (2022). “It’s about sharing a moment” Parents’ views and experiences of home reading with their autistic children with moderate-to-severe intellectual disabilities. Research in Developmental Disabilities, 128, 104289. https://doi.org/10.1016/j.ridd.2022.104289
  • Walker, V. L., Kurth, J., Carpenter, M. E., Tapp, M. C., Clausen, A., & Turner, E. L. (2021). Paraeducator-delivered interventions for students with extensive support needs in inclusive school settings: A systematic review. Research and Practice for Persons with Severe Disabilities, 46(4), 278–295. https://doi.org/10.1177/15407969211055127