AA-AAAS Bibliography: Search

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1250 results.
  • Wiggins, T., & Yancey, D. (2023). A case study exploring the perception and uptake of MTSS interventions by leaders, teachers, and support staff in two Georgia middle schools (Publication No. 30488155) [Doctoral dissertation, Augusta University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2811911394
  • Wilcher, E. J. (2022). Developing tier one within a multi-tiered systems of support framework (Publication No. 30164102) [Doctoral dissertation, University of Pittsburgh]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2748384952
  • Wilhelm, A. M., & McGraw, M. L. (2023). Expanding shared reading: Integrating expansive literacy and translanguaging strategies to support multilingual learners who communicate using AAC. Inclusive Practices, 2(4), 101–109. https://doi.org/10.1177/27324745231210757
  • Wilkinson, K. M., Brittlebank, S., Barwise, A., Zimmerman, T. O., & Light, J. (2024). Visual fixation patterns to AAC displays are significantly correlated with motor selection for individuals with Down syndrome or individuals on the autism spectrum. Augmentative and Alternative Communication, 40(3), 155–167. https://doi.org/10.1080/07434618.2024.2325065
  • Williams, C. S., & Price, R. A. (2024). The case for early transition-planning for students with significant support needs: Implications for policy and practice. Inclusive Practices, 3(1–2), 34–38. https://doi.org/10.1177/27324745231218671
  • Williams, L. E. (2008). Special education teachers’ perceptions of Arizona’s Alternate Assessment (Publication No. 3310851) [Doctoral dissertation, The University of Arizona]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/219917678
  • Williams, M. E., Johnson, M. E., Lavian, M. E., O’Neil, S. H., & Borchert, M. (2023). Quality of individualized education programs for children with visual impairments and autism spectrum disorder. Journal of Visual Impairment & Blindness, 117(3), 199–211. https://journals.sagepub.com/home/jvb

  • Williams-Diehm, K. L., & Palmer, S. B. (2017). High-quality educational programs for students with intellectual disability in elementary school. In M. L. Wehmeyer & K. A. Shogren (Eds.), Handbook of research-based practices for educating students with intellectual disability (pp. 383–405). Routledge.

  • Williamson, P., Carnahan, C. R., Kang, J., & Alzahraney, T. S. (2018). A broader approach to fluency. In S. R. Copeland & E. B. Keefe (Eds.), Effective literacy instruction for learners with complex support needs (2nd ed., pp. 151–167). Paul H. Brookes.
  • Windham, M. D. L. (2019). Perceptions of immediate family members on current curricular expectations for individuals with severe and profound intellectual disabilities (Publication No. 13813414) [Doctoral dissertation, Mercer University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2226238504
  • Winfield, L. M. (2013). High stakes testing policy issues in education: An analysis of litigation involving high stakes testing and the denial of diplomas (Publication No. 3570348) [Doctoral dissertation, The College of William and Mary]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1400512553
  • Winter, P. C., Karvonen, M., & Christensen, L. L. (2018). Developing item templates for alternate assessments of English language proficiency. Alternate English Language Learning Assessment (ALTELLA), Wisconsin Center for Education Research, University of Wisconsin-Madison. http://altella.wceruw.org/resources.html
  • Winter, P., Karvonen, M., D’Brot, J., Hoover, J. C., & Warren, S. H. (2022). State accountability systems: Measuring & reporting academic growth for students with significant cognitive disabilities. Council of Chief State School Officers (CCSSO). https://753a0706.flowpaper.com/CCSSOStateAccountabilitySystems5922/docs/CCSSO_State_Accountability_Systems_5-9-22.pdf

  • Winter, S., & Bunn, H. (2019). Work to be done? A survey of educational psychologists’ contribution to special schools for profound and multiple learning difficulties. British Journal of Special Education, 46(1), 53–75. https://doi.org/10.1111/1467-8578.12252

  • Witmer, S. E., & Ferreri, S. J. (2014). Alignment of instruction, expectations, and accountability testing for students with autism spectrum disorder. Focus on Autism and Other Developmental Disabilities, 29(3), 131–144. https://doi.org/10.1177/1088357614522294

  • Witt, A., & Vinter, A. (2013). Children with intellectual disabilities may be impaired in encoding and recollecting incidental information. Research in Developmental Disabilities, 34(2), 864–871. https://doi.org/10.1016/j.ridd.2012.11.003

  • Wofford, M. C., & Hoge, R. (2021). AAC and multiculturalism: Incorporating family perspectives for improved outcomes. In B. T. Ogletree (Ed.), Augmentative and alternative communication: Challenges and solutions (pp. 339–365). Plural.
  • Wojcik, A. J., King, A., Amend, D., Gilles, D., Martin, A., Keithley, K., & Weaver, C. (2024). What we have here is a failure to symbolate: A comparison of K–5 academic vocabulary and symbols. Education and Training in Autism and Developmental Disabilities, 59(2), 190–199. https://www.jstor.org/journal/eductraiautideve
  • Wojcik, A., & King, A. R. (2022). Teaching students with intellectual disability to create a slope-intercept equation. The Journal of Special Education Apprenticeship, 11(2), article 2. https://doi.org/10.58729/2167-3454.1145

  • Wood, L., Browder, D. M., & Flynn, L. (2015). Teaching students with intellectual disability to use a self-questioning strategy to comprehend social studies text for an inclusive setting. Research and Practice for Persons with Severe Disabilities, 40(4), 275–293. https://doi.org/10.1177/1540796915592155