AA-AAAS Bibliography: Search

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1250 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.

  • Brum, C. (2023). Communication and literacy development for adolescents with deafblindness: Teacher beliefs, learning outcomes, and instructional strategies. British Journal of Visual Impairment, 41(3), 489–503. https://doi.org/10.1177/02646196211059748
  • Brum, C., & Bruce, S. M. (2023). Instructional strategies to support shared reading with learners who are deafblind. British Journal of Visual Impairment, 41(3), 504–516. https://doi.org/10.1177/02646196221077219
  • Bruster, D. (2011). Who does the alternate assessment really assess? Journal of the American Academy of Special Education Professionals, 2011(Spring-Summer), 33–40. https://www.aasep.org/
  • 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. https://www.proquest.com/docview/2742632085
  • Bulut, O., Bulut, H. C., Cormier, D. C., Dibek, M. I., & Kursad, M. S. (2023). The effects of providing students with revision opportunities in alternate assessments. Educational Assessment, 28(1), 48–63. https://doi.org/10.1080/10627197.2022.2138322

  • 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.

  • Burke, K. M., Kurth, J. A., Shogren, K. A., Hagiwara, M., Raley, S. K., & Ruppar, A. L. (2024). Instructional content and self-determination in individualized education program annual goals for students with extensive support needs. 62(1), 44–58. https://doi.org/10.1352/1934-9556-62.1.44

  • 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

  • Burnes, J. J., & Clark, A. K. (2021). Characteristics of students who take Dynamic Learning Maps® alternate assessments: 2018–2019 (Technical Report No. 20-01). University of Kansas, Accessible Teaching, Learning, and Assessment Systems (ATLAS). https://dynamiclearningmaps.org/publications
  • Bury, J. A. (2024). Alternate pathways to accountability: A quantitative study evaluating the validity and reliability of system-wide alternative assessments (Publication No. 31143707) [Doctoral dissertation, Marymount University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/3028153188

  • 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. https://www.jstor.org/journal/eductraiautideve
  • 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 mathematics 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). Project overview. Applying evidence-centered design to alternate assessments in English language arts/reading for students with significant cognitive disabilities (Alternate Assessment Design-English Language Arts/Reading. Technical Report 1). SRI International. http://alternateassessmentdesign.sri.com/AAD_ELA_TechReports.html
  • Cameto, R., Haertel, G., Morrison, K., & Russell, M. (2011). Synergistic use of evidence-centered design and universal design for learning for improved assessment design (Alternate Assessment Design-English Language Arts/Reading. Technical Report 5). SRI International. http://alternateassessmentdesign.sri.com/AAD_ELA_TechReports.html