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833 results.
  • Browder, D. M., Spooner, F., Algozzine, R., Ahlgrim-Delzell, L., Flowers, C., & Karvonen, M. (2003). What we know and need to know about alternate assessment. Exceptional Children, 70(1), 45–61. https://doi.org/10.1177/001440290307000103

  • Browder, D. M., Spooner, F., Wakeman, S., Trela, K., & Baker, J. N. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31(4), 309–321. https://doi.org/10.1177/154079690603100404

  • Browder, D. M., Trela, K., & Jimenez, B. A. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22(4), 206–219. https://doi.org/10.1177/10883576070220040301

  • Browder, D. M., Trela, K., Courtade, G. R., Jimenez, B. A., Knight, V., & Flowers, C. (2012). Teaching mathematics and science standards to students with moderate and severe developmental disabilities. The Journal of Special Education, 46(1), 26–35. https://doi.org/10.1177/0022466910369942

  • Browder, D. M., Wakeman, S. Y., & Flowers, C. (2006). Assessment of progress in the general curriculum for students with disabilities. Theory Into Practice, 45(3), 249–259. https://doi.org/10.1207/s15430421tip4503_7

  • Browder, D. M., Wakeman, S. Y., & Flowers, C. (2009). Alignment of alternate assessments with state standards. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 61–91). Paul H. Brookes.

  • Browder, D. M., Wakeman, S. Y., Flowers, C., Rickelman, R., Pugalee, D., & Karvonen, M. (2007). Creating access to the general curriculum with links to grade-level content for students with significant cognitive disabilities: An explication of the concept. The Journal of Special Education, 41(1), 2–16. https://doi.org/10.1177/00224669070410010101

  • Browder, D. M., Wakeman, S., & Flowers, C. (2009). Which came first – the curriculum or the assessment? In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 329–333). Paul H. Brookes.

  • Browder, D. M., Wood, L., Thompson, J., & Ribuffo, C. (2015). Evidence-based practices for students with severe disabilities (CEEDAR Document No. IC-3). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform (CEEDAR) Center. http://ceedar.education.ufl.edu/tools/innovation-configurations/

  • Brown, F., & Snell, M. E. (2000). Meaningful assessment. In F. Brown & M. E. Snell (Eds.), Instruction of students with severe disabilities (5th ed., pp. 67–114). Pearson Education.

  • Brown, H. M., Oram-Cardy, J., & Johnson, A. (2013). A meta-analysis of the reading comprehension skills of individuals on the autism spectrum. Journal of Autism and Developmental Disorders, 43(4), 932–955. https://doi.org/10.1007/s10803-012-1638-1

  • Bruce, S. M. (2011). Severe and multiple disabilities. In J. M. Kauffman & D. P. Hallahan (Eds.), Handbook of special education (1st ed., pp. 291–303). Routledge.

  • Bruce, S. M., & Ivy, S. E. (2017). Severe and multiple disabilities. In J. M. Kauffman, D. P. Hallahan, & P. C. Pullen (Eds.), Handbook of special education (2nd ed., pp. 411–427). Routledge.

  • Bruster, D. (2011). Who does the alternate assessment really assess? Journal of the American Academy of Special Education Professionals, 2011(Spring-Summer), 33–40. http://aasep.org/aasep-publications/journal-of-the-american-academy-of-special-education-professionals-jaasep/index.html

  • Bulut, O., Lei, M., & Guo, Q. (2018). Item and testlet position effects in computer-based alternate assessments for students with disabilities. International Journal of Research & Method in Education, 41(2), 169–183. https://doi.org/10.1080/1743727X.2016.1262341

  • Burdette, P. (2001). Alternate assessment: Early highlights and pitfalls of reporting. Assessment for Effective Intervention, 26(2), 61–66. https://doi.org/10.1177/073724770102600210

  • Burdette, P., & Olsen, K. (2000). Alternate alternates: A medley of alternate assessments. Mid-South Regional Resource Center (MSRRC), Interdisciplinary Human Development Institute, University of Kentucky. https://eric.ed.gov/?id=ED452642

  • Burdge, M., Groneck, V. B., Kleinert, H. L., Longwill, A. W., Clayton, J., Denham, A., & Kearns, J. F. (2001). Integrating alternate assessment in the general curriculum. In W. D. Schafer & R. W. Lissitz (Eds.), Alternate assessments based on alternate achievement standards: Policy, practice, and potential (pp. 49–75). Paul H. Brookes.

  • Burling, K. (2007). The legislative history of alternate assessments: A white paper from Pearson Educational Measurement. Pearson Educational Measurement. http://www.pearsonassessments.com/NR/rdonlyres/24A75E10-0BF9-4B2C-8043-F324B541249B/0/wp0703.pdf

  • Calculator, S. N. (2009). Augmentative and alternative communication (AAC) and inclusive education for students with the most severe disabilities. International Journal of Inclusive Education, 13(1), 93–113. https://doi.org/10.1080/13603110701284656