AA-AAAS Bibliography: Search
Search Filters
Search 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