AA-AAAS Bibliography: Search

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1146 results.

  • Wood-Fields, C., Judge, S., & Watson, S. M. R. (2015). Instructional methods that foster the reading development of students with significant intellectual disabilities. Journal of Intellectual Disability-Diagnosis and Treatment, 3(1), 13–20. https://doi.org/10.6000/2292-2598.2015.03.01.3

  • Woodfield, C., & Ashby, C. (2016). ‘The right path of equality’: Supporting high school students with autism who type to communicate. International Journal of Inclusive Education, 20(4), 435–454. https://doi.org/10.1080/13603116.2015.1088581

  • Woods, R. H., Kerr, D., Woods, L. F., Raghavan, R., Cornelius, P., & Brown, A. (2023). Children and young adults with profound and multiple learning disabilities: Evidence of intelligible subvocal language. Research in Developmental Disabilities, 143, 104633. https://doi.org/10.1016/j.ridd.2023.104633
  • Wright, J. C., Lemons, C. J., Knight, V. F., Lindström, E., & Strauss, J. (2020). Enhancing early numeracy skills of children with severe disabilities and complex communication needs. Education and Training in Autism and Developmental Disabilities, 55(3), 277–289. https://www.jstor.org/journal/eductraiautideve
  • Wu, Y.-C., Qian, X., Lee, S., Johnson, D. R., & Thurlow, M. L. (2024). Postschool goal expectations for youth with intellectual and developmental disabilities. American Journal on Intellectual and Developmental Disabilities, 129(2), 151–168. https://doi.org/10.1352/1944-7558-129.2.151
  • Wymore, A. S. (2022). Inclusive education and the school principal: School principals’ definitions of inclusion and associated leadership standards (Publication No. 29162103) [Doctoral dissertation, Northern Arizona University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2670117005

  • Wyse, A. E., Dean, V. J., Viger, S. G., & Vansickle, T. R. (2013). Considerations for equating alternate assessments: Two case studies of alternate assessments based on alternate achievement standards. Applied Measurement in Education, 26(1), 50–72. https://doi.org/10.1080/08957347.2013.739460

  • Yakubova, G., Defayette, M. A., & Chen, B. B. (2023). Mathematics learning through online video-based instruction for an autistic child. Journal of Autism and Developmental Disorders, 53(6), 2349–2361. https://doi.org/10.1007/s10803-022-05525-y
  • Yancey, D., & Wiggins, T. (2023). A case study exploring the perception and uptake of MTSS interventions by leaders, teachers, and support staff in two Georgia middle schools (Publication No. 30489752) [Doctoral dissertation, Augusta University]. ProQuest Dissertations and Theses Global. https://www.proquest.com/docview/2811778978

  • Yorke, A. M., Caron, J. G., Pukys, N., Sternad, E., Grecol, C., & Shermak, C. (2021). Foundational reading interventions adapted for individuals who require augmentative and alternative communication (AAC): A systematic review of the research. Journal of Developmental and Physical Disabilities, 33(4), 537–582. https://doi.org/10.1007/s10882-020-09767-5

  • Yovanoff, P., & Tindal, G. (2007). Scaling early reading alternate assessments with statewide measures. Exceptional Children, 73(2), 184–201. https://doi.org/10.1177/001440290707300204

  • Ysseldyke, J., & Olsen, K. (1999). Putting alternate assessments into practice: What to measure and possible sources of data (Synthesis Report No. 28). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis28.htm
  • Ysseldyke, J., Olsen, K., & Thurlow, M. (1997). Issues and considerations in alternate assessments (Synthesis Report No. 27). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/Synthesis/Synthesis27.htm
  • Ysseldyke, J., Thurlow, M., Erickson, R., Gabrys, R., Haigh, J., Trimble, S., & Gong, B. (1996). A comparison of state assessment systems in Kentucky and Massachusetts with a focus on the participation of students with disabilities (Maryland/Kentucky Report 1). University of Minnesota, National Center on Educational Outcomes. https://nceo.info/Resources/publications/OnlinePubs/archive/AssessmentSeries/MDKY1.html
  • 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. Advance online publication. https://doi.org/10.1177/00224669241228871