AA-AAAS Bibliography: Search

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1250 results.

  • Warren, T., Cagliani, R. R., Whiteside, E., & Ayres, K. M. (2021). Effect of task sequence and preference on on-task behavior. Journal of Behavioral Education, 30(1), 112–129. https://doi.org/10.1007/s10864-019-09358-1

  • Wehmeyer, M. L. (2011). Access to general education curriculum for students with significant cognitive disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (1st ed., pp. 544–556). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780203837306-54
  • Wehmeyer, M. L., & Agran, M. (2006). Promoting access to the general curriculum for students with significant cognitive disabilities. In D. M. Browder & F. Spooner (Eds.), Teaching language arts, math and science to students with significant cognitive disabilities (pp. 15–37). Paul H. Brookes.

  • Wehmeyer, M. L., & Lee, S.-H. (2017). Individualized education programs to promote access to the general education curriculum for students with intellectual disability. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 119–129). Routledge.

  • Wehmeyer, M. L., & Shogren, K. A. (2017). Access to general education curriculum for students with significant cognitive disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 662–674). Routledge.

  • Wehmeyer, M. L., Shogren, K., Verdugo, M. A., Nota, L., Soresi, S., Lee, S.-H., & Lachapelle, Y. (2014). Cognitive impairment and intellectual disability. In A. F. Rotatori (Ed.), Special education international perspectives: Biopsychosocial, cultural, and disability aspects (Vol. 27, pp. 55–89). Emerald Group Publishing Limited. https://doi.org/10.1108/S0270-401320140000027002

  • Wells, M. V. B. (2016). Special education teachers’ sense of efficacy and reading achievement of students with severe disabilities (Publication No. 10157921) [Doctoral dissertation, Walden University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1823282884
  • Weng, P. L., & Bouck, E. C. (2016). An evaluation of app-based and paper-based number lines for teaching number comparison. Education and Training in Autism and Developmental Disabilities, 51(1), 27–40. https://www.jstor.org/journal/eductraiautideve

  • Wermer, L., Brock, M. E., & Seaman, R. L. (2018). Efficacy of a teacher training a paraprofessional to promote communication for a student with autism and complex communication needs. Focus on Autism and Other Developmental Disabilities, 33(4), 217–226. https://doi.org/10.1177/1088357617736052

  • Werts, M. G. (2023). Provide positive and corrective feedback. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 259–268). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-22
  • Westling, D. L., Cooper-Duffy, K., & Huggins-Manley, A. C. (2024). Assessing the performance of teachers of students with significant disabilities: Establishing content validity for the TRAIT-SD. Teacher Education and Special Education, 47(2), 142–160. https://doi.org/10.1177/08884064241234324
  • Whetstone, P. J. (2002). Alternate assessment of students with disabilities: A policy study of Colorado and Wyoming (Publication No. 3060001) [Doctoral dissertation, University of Northern Colorado]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/305517460
  • Whitbread, K. M., Knapp, S. L., & Bengtson, M. (2021). Teaching foundational reading skills to students with intellectual disabilities. TEACHING Exceptional Children, 53(6), 424–432. https://doi.org/10.1177/0040059920976674
  • White, E. N., Cagliani, R. R., & Tyson, K. M. (2024). Effects on speech development with modifications to picture exchange communication system. Focus on Autism and Other Developmental Disabilities, 39(1), 14–23. https://doi.org/10.1177/10883576231178266

  • White, M. T., Garrett, B., Kearns, J. F., & Grisham-Brown, J. (2003). Instruction and assessment: How students with deaf-blindness fare in large-scale alternate assessments. Research and Practice for Persons with Severe Disabilities, 28(4), 205–213. https://doi.org/10.2511/rpsd.28.4.205

  • White, S. C. (2021). Impact of selected reading intervention strategies on state-required reading assessments (Publication No. 28863830) [Doctoral dissertation, Charleston Southern University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2609690605
  • Wiener, D. (2002). Massachusetts: One state’s approach to setting performance levels on the alternate assessment (Synthesis Report No. 48). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis48.html
  • Wiener, D. (2005). One state’s story: Access and alignment to the GRADE-LEVEL content for students with significant cognitive disabilities (Synthesis Report No. 57). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/Synthesis57.html
  • Wiener, D. J. (2009). Essential truths about alternate assessments. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 373–376). Paul H. Brookes.
  • Wiener, D. J., & DePascale, C. A. (2009). Alternate assessment in Massachusetts: Approaches and validity. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 221–237). Paul H. Brookes.