AA-AAAS Bibliography: Search

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878 results.

  • 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

  • Bullington, N. Y. (2022). General education teachers’ attitudes, beliefs and perceptions on inclusive practices: A qualitative phenomenological study (Publication No. 29996801) [Doctoral dissertation, Northcentral University]. ProQuest Dissertations and Theses Global.

  • 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

  • Calculator, S. N., & Black, T. (2009). Validation of an inventory of best practices in the provision of augmentative and alternative communication services to students with severe disabilities in general education classrooms. American Journal of Speech-Language Pathology, 18(4), 329–343. https://doi.org/10.1044/1058-0360(2009/08-0065)

  • Cameron, D. L., & Cook, B. G. (2013). General education teachers’ goals and expectations for their included students with mild and severe disabilities. Education and Training in Autism and Developmental Disabilities, 48(1), 18–30. http://www.daddcec.com/etadd.html

  • Cameto, R., Haertel, G., DeBarger, A. H., & Morrison, K. (2010). Alternate assessment design – Mathematics. Technical report 1: Project overview. Applying evidence-centered design to alternate assessments in English language arts for students with significant cognitive disabilities. SRI International. http://alternateassessmentdesign.sri.com/documents/AAD_M_TechRpt1.pdf

  • Cameto, R., Haertel, G., DeBarger, A. H., & Morrison, K. (2011). Alternate assessment design – English Language Arts. Technical report 1: Project overview. Applying evidence-centered design to alternate assessments in English language arts/reading for students with significant cognitive disabilities. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_ELATechRpt1_Final_12051011rev_disclaimer.pdf

  • Cameto, R., Haertel, G., Morrison, K., & Russell, M. (2011). Alternate assessment design – English language arts/reading. Technical report 5: Synergistic use of evidence-centered design and universal design for learning for improved assessment design. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_ELA_TechRpt5_ECD_and_UDL03292011%20final_rev_disclaimer.pdf

  • Cameto, R., Haertel, G., Morrison, K., & Russell, M. (2011). Alternate assessment design – Mathematics. Technical report 5: Synergistic use of evidence-centered design and universal design for learning for improved assessment design. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_M_TechRpt5_032911final.pdf

  • Cameto, R., Knokey, A.-M., Nagle, K., Sanford, C., Blackorby, J., Sinclair, B., & Riley, D. (2009). National profile on alternate assessments based on alternate achievement standards: A report from the National Study on Alternate Assessments (NCSER 2009-3014). SRI International. http://ies.ed.gov/ncser/pdf/20093014.pdf

  • Cameto, R., Morrison, K., Haertel, G., & DeBarger, A. (2011). Alternate assessment design – Mathematics. Technical report 8: An expert panel review of alternate assessment design – Mathematics’ application of evidence-centered design and universal design for learning to the development of alternate assessment. SRI International. http://alternateassessmentdesign.sri.com/techreports/AAD_M_TechRpt8_033111final.pdf

  • Cannella-Malone, H. I., Dueker, S. A., Barczak, M. A., & Brock, M. E. (2021). Teaching academic skills to students with significant intellectual disabilities: A systematic review of the single-case design literature. Journal of Intellectual Disabilities, 25(3), 387–404. https://doi.org/10.1177/1744629519895387

  • Cannella-Malone, H. I., Konrad, M., & Pennington, R. C. (2015). ACCESS! Teaching writing skills to students with intellectual disability. TEACHING Exceptional Children, 47(5), 272–280. https://doi.org/10.1177/0040059915580032

  • Carnahan, C. R., Williamson, P. S., Hollingshead, A., & Israel, M. (2012). Using technology to support balanced literacy for students with significant disabilities. TEACHING Exceptional Children, 45(1), 20–29. https://doi.org/10.1177/004005991204500104