AA-AAAS Bibliography: Search

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1135 results.

  • Browder, D. M., Flowers, C., & Wakeman, S. Y. (2008). Facilitating participation in assessments and the general curriculum: Level of symbolic communication classification for students with significant cognitive disabilities. Assessment in Education: Principles, Policy & Practice, 15(2), 137–151. https://doi.org/10.1080/09695940802164176

  • Browder, D. M., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R. (2004). The alignment of alternate assessment content with academic and functional curricula. The Journal of Special Education, 37(4), 211–223. https://doi.org/10.1177/00224669040370040101

  • Browder, D. M., Gibbs, S. L., Ahlgrim-Delzell, L., Courtade, G., Mraz, M., & Flowers, C. (2009). Literacy for students with significant cognitive disabilities: What should we teach and what should we hope to achieve? Remedial and Special Education, 30(5), 269–282. https://doi.org/10.1177/0741932508315054

  • Browder, D. M., Hudson, M. E., & Wood, A. L. (2013). Teaching students with moderate intellectual disability who are emergent readers to comprehend passages of text. Exceptionality, 21(4), 191–206. https://doi.org/10.1080/09362835.2013.802236

  • Browder, D. M., Hudson, M. E., & Wood, L. (2014). Using principles of high quality instruction in the general education classroom to provide access to the general education curriculum. In J. McLeskey, N. L. Waldron, F. Spooner, & B. Algozzine (Eds.), Handbook of effective inclusive schools: Research and practice (pp. 339–351). Routledge.

  • Browder, D. M., Karvonen, M., Davis, S., Fallin, K., & Courtade-Little, G. (2005). The impact of teacher training on state alternate assessment scores. Exceptional Children, 71(3), 267–282. https://doi.org/10.1177/001440290507100304

  • Browder, D. M., Lee, A., & Mims, P. (2011). Using shared stories and individual response modes to promote comprehension and engagement in literacy for students with multiple, severe disabilities. Education and Training in Autism and Developmental Disabilities, 46(3), 339–351. https://www.jstor.org/journal/eductraiautideve

  • Browder, D. M., Mims, P. J., Spooner, F., Ahlgrim-Delzell, L., & Lee, A. (2009). Teaching elementary students with multiple disabilities to participate in shared stories. Research and Practice for Persons with Severe Disabilities, 33(1–2), 3–12. https://doi.org/10.2511/rpsd.33.1-2.3

  • Browder, D. M., Saunders, A., & Root, J. (2016). Technology-assisted learning for students with moderate and severe developmental disabilities. In Information Resources Management Association (Ed.), Special and gifted education: Concepts, methodologies, tools, and applications: Vol. II (pp. 925–952). Information Science Reference. https://doi.org/10.4018/978-1-5225-0034-6.ch040

  • Browder, D. M., Spooner, F., & Bingham, M. A. (2004). Current practices in alternate assessment and access to the general curriculum for students with severe disabilities in the United States of America. Australasian Journal of Special Education, 28(2), 17–29. https://doi.org/10.1080/1030011040280203

  • Browder, D. M., Spooner, F., & Courtade, G. R. (2020). Teaching students with moderate and severe disabilities (2nd ed.). Guilford.

  • Browder, D. M., Spooner, F., & Wakeman, S. (2011). Alternate assessment. In D. M. Browder & F. Spooner (Eds.), Teaching students with moderate and severe disabilities (1st ed., pp. 23–41). Guilford.

  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Flowers, C., Algozzine, R., & Karvonen, M. (2003). A content analysis of the curricular philosophies reflected in states’ alternate assessment performance indicators. Research and Practice for Persons with Severe Disabilities, 28(4), 165–181. https://doi.org/10.2511/rpsd.28.4.165

  • Browder, D. M., Spooner, F., Ahlgrim-Delzell, L., Harris, A., & Wakeman, S. (2008). A meta-analysis on teaching mathematics to students with significant cognitive disabilities. Exceptional Children, 74(4), 407–432. https://doi.org/10.1177/001440290807400401

  • 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.