AA-AAAS Bibliography: Search

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1250 results.

  • Taub, D., Apgar, J., Foster, M., Ryndak, D. L., Burdge, M. D., & Letson, S. (2020). Investigating the alignment between English language arts curricula developed for students with significant intellectual disability and the CCSS. Remedial and Special Education, 41(5), 284–295. https://doi.org/10.1177/0741932519843184

  • Taub, D., Lansey, K., Burnette, K., & Hartmann, E. (2023). Building collaborative teams to include students with extensive support needs in general education contexts. Inclusive Practices, 2(2–3), 50–62. https://doi.org/10.1177/27324745231185572

  • Taylor, D. B., Ahlgrim-Delzell, L., & Flowers, C. (2010). A qualitative study of teacher perceptions on using an explicit instruction curriculum to teach early reading skills to students with significant developmental disabilities. Reading Psychology, 31(6), 524–545. https://doi.org/10.1080/02702710903256569

  • Taylor, M. A. (2009). An application of generalizability theory to evaluate the technical quality of an alternate assessment (Publication No. 3352763) [Doctoral dissertation, James Madison University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305166561

  • Taylor, M. A., & Pastor, D. A. (2013). An application of generalizability theory to evaluate the technical quality of an alternate assessment. Applied Measurement in Education, 26(4), 279–297. https://doi.org/10.1080/08957347.2013.824450

  • Thacker, A., Nemeth, Y. M., Hardoin, M., Namniek, R., Longabach, T., Deatz, R., Wiley, C., & Banjanovic, E. (2018). California alternate assessment alignment study: Mathematics and English language arts/literacy final report (2017 No. 085). HumRRO. https://www.cde.ca.gov/ta/tg/ca/documents/caa17aligmentstudy.pdf

  • Thiemann-Bourque, K. S., McGuff, S., & Goldstein, H. (2017). Training peer partners to use a speech-generating device with classmates with autism spectrum disorder: Exploring communication outcomes across preschool contexts. Journal of Speech, Language, and Hearing Research, 60(9), 2648–2662. https://doi.org/10.1044/2017_JSLHR-L-17-0049

  • Thoma, C. A., Fisher, K. W., Hall, S. A., Scott, L. A., Cain, I., Wojcik, A., & Sterret, B. (2017). High-quality educational programs for students with intellectual disability in middle and junior high school. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 406–431). Routledge.

  • Thoma, C. A., Lakin, K. C., Carlson, D., Domzal, C., Austin, K., & Boyd, K. (2011). Participation in postsecondary education for students with intellectual disabilities: A review of the literature 2001-2010. Journal of Postsecondary Education and Disability, 24(3), 175–191. http://www.ahead.org/publications/jped

  • Thoma, R. (2022). Access to the general education curriculum for students with significant cognitive disabilities (Publication No. 29994528) [Doctoral dissertation, Indiana State University]. ProQuest Dissertations and Theses Global.
  • Thompson, J. L., Bethune, K. S., Wood, C. L., & Pugalee, D. K. (2014). Teaching grade-aligned math skills. In D. Browder & F. Spooner (Eds.), More language arts, math, and science for students with severe disabilities (pp. 169–194). Paul H. Brookes. https://brookespublishing.com

  • Thompson, J. L., Plavnick, J. B., & Skibbe, L. E. (2019). Eye-tracking analysis of attention to an electronic storybook for minimally verbal children with autism spectrum disorder. The Journal of Special Education, 53(1), 41–50. https://doi.org/10.1177/0022466918796504

  • Thompson, J. R., Walker, V. L., Shogren, K. A., & Wehmeyer, M. L. (2018). Expanding inclusive educational opportunities for students with the most significant cognitive disabilities through personalized supports. Intellectual and Developmental Disabilities, 56(6), 396–411. https://doi.org/10.1352/1934-9556-56.6.396

  • Thompson, S. J., & Quenemoen, R. F. (2001). Eight steps to effective implementation of alternate assessments. Assessment for Effective Intervention, 26(2), 67–74. https://doi.org/10.1177/073724770102600211

  • Thompson, S. J., Johnstone, C. J., Thurlow, M. L., & Altman, J. R. (2005). 2005 state special education outcomes: Steps forward in a decade of change. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/2005StateReport.htm

  • Thompson, S. J., Quenemoen, R. F., Thurlow, M. L., & Ysseldyke, J. E. (2001). Alternate assessments for students with disabilities. Corwin Press / Council for Exceptional Children (CEC).

  • Thompson, S., & Thurlow, M. (1999). 1999 state special education outcomes: A report on state activities at the end of the century. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/1999StateReport.htm
  • Thompson, S., & Thurlow, M. (2000). State alternate assessments: Status as IDEA alternate assessment requirements take effect (Synthesis Report No. 35). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis35.html
  • Thompson, S., & Thurlow, M. (2001). 2001 state special education outcomes: A report on state activities at the beginning of a new decade. University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/2001StateReport.html
  • Thompson, S., Erickson, R., Thurlow, M., Ysseldyke, J., & Callender, S. (1999). Status of the states in the development of alternate assessments (Synthesis Report No. 31). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis31.html