AA-AAAS Bibliography: Search
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1253 results.
- Yuan, W., Dunn, M., Kennedy, J., Hsiao, Y.-J., & Poppen, M. (2024). Impact of speech generating device interventions on vocalizations of individuals with autism and severe communication impairment: A systematic review of the research. Education and Training in Autism and Developmental Disabilities, 59(3), 233–256. https://www.jstor.org/journal/eductraiautidev
- Zagona, A. (2017). Supporting students with significant disabilities to access the general education curriculum within inclusive classrooms (Publication No. 10267718) [Doctoral dissertation, The University of Arizona]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1901011117
- Zagona, A. (2023). Collaborate with colleagues to increase student success. In R. Pennington, M. J. Ault, G. Courtade, J. M. Jameson, & A. Ruppar (Eds.), High leverage practices and students with extensive support needs (pp. 4–13). Routledge; Council for Exceptional Children. https://doi.org/10.4324/9781003175735-2
- Zagona, A. L., Kurth, J. A., Turner, E. L., Pace, J., Shogren, K., Lansey, K., Jameson, M., Burnette, K., Mansouri, M., Hicks, T., & Gerasimova, D. (2022). Ecobehavioral analysis of the experiences of students with complex support needs in different classroom types. Research and Practice for Persons with Severe Disabilities, 47(4), 209–228. https://doi.org/10.1177/15407969221126496
- Zagona, A. L., Lansey, K. R., & Kurth, J. A. (2023). “Everybody learning every second”: General education teachers’ perspectives and experiences including students with extensive support needs. Inclusion, 11(4), 286–304. https://doi.org/10.1352/2326-6988-11.4.286
- Zagona, A. L., Lansey, K. R., Kurth, J. A., & Kuhlemeier, A. (2021). Fostering participation during literacy instruction in inclusive classrooms for students with complex support needs: Educators’ strategies and perspectives. The Journal of Special Education, 55(1), 34–44. https://doi.org/10.1177/0022466920936671
- Zagona, A. L., Lansey, K. R., Kurth, J. A., Loyless, R., & Stevens, E. A. (2024). Analysis of literacy content in IEPs of students with complex support needs. The Journal of Special Education, 58(3), 138–149. https://doi.org/10.1177/00224669241228871
- Zahra, L. (2015). An alternate assessment for students with multiple disabilities: A psychometric evaluation and measurement validation study (Publication No. 10004984) [Doctoral dissertation, Rutgers, The State University of New Jersey]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/1765155728
- Zajic, M. C. (2023). Writing and autism spectrum disorder. In R. Horowitz (Ed.), The Routledge international handbook of research on writing (2nd ed., pp. 427–441). Routledge. https://doi.org/10.4324/9780429437991-35
- Zarate, K., Williams, C. S., & Ostrosky, M. M. (advance online publication). Let’s collaborate! Strategies to improve inclusion of students with extensive support needs. TEACHING Exceptional Children. https://doi.org/10.1177/00400599241256585
Zatta, M. C., & Pullin, D. C. (2004). Education and alternate assessment for students with significant cognitive disabilities: Implications for educators. Education Policy Analysis Archives, 12(16), 1–27. https://doi.org/10.14507/epaa.v12n16.2004
Zebehazy, K. T., Zigmond, N., & Zimmerman, G. J. (2012). Performance measurement and accommodation: Students with visual impairments on Pennsylvania’s alternate assessment. Journal of Visual Impairment & Blindness, 106(1), 17–30. https://doi.org/10.1177/0145482X1210600103
Zinth, J. (2018). High school diploma options that meet federal graduation rate calculation requirements. Education Commission of the States. https://eric.ed.gov/?id=ED581503