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Michelle Grenier, Matthew J. Patey & Martine Grenier-Burtis. (2023) Educating students with severe disabilities through an inclusive pedagogy in physical education. Sport, Education and Society 28:8, pages 887-900.
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Garyfalia Charitaki, Spyridon-Georgios Soulis & Anastasia Alevriadou. (2023) Early numeracy skills in children with intellectual disabilities between age groups 4–7 years: developmental patterns and interrelationships. International Journal of Developmental Disabilities 0:0, pages 1-15.
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Virginia L. Walker, Lyndsey Aiono Conradi, M. Kathleen Strickland-Cohen & Holly N. Johnson. (2023) School-wide positive behavioral interventions and supports and students with extensive support needs: a scoping review. International Journal of Developmental Disabilities 69:1, pages 13-28.
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Articles from other publishers (19)
Smadar Dolev, Efrat Sher-Censor, Esther Zach & Michal Shalem Gan-Or. (2023) Teacher-child one-on-one playtime: Teachers’ non-intrusiveness predicts developmental outcomes of children with developmental delay. Research in Developmental Disabilities 136, pages 104487.
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Helen McCabe, R. Eric Barnes & Tian Jiang. (2022) Ethical Issues in ABA-based Service Provision for Autism in Limited-Resource Contexts: A Case Example of the People’s Republic of China. Behavior Analysis in Practice 16:1, pages 40-50.
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Robert C. Pennington, Monique Pinczynski & Kathryn Davis. 2023. Using Technology to Enhance Special Education. Using Technology to Enhance Special Education
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Amanda L. Miller. (2022) Reconceptualizing Education Grounded in the Multimodal Discourses of Girls of Color Labeled with Significant Cognitive Disabilities. Research and Practice for Persons with Severe Disabilities 47:3, pages 158-175.
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Elizabeth M. Leatherman & Jane R. Wegner. (2022) Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences. Language, Speech, and Hearing Services in Schools 53:3, pages 874-893.
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Danielle Lane, Sarah Semon, Nicholas Catania & Phyllis Jones. (2022) Inclusion in a multi‐academy trust: possibilities and perils. British Journal of Special Education 49:1, pages 64-83.
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Wendy J. Rodgers, Hannah Morris-Mathews, John Elwood Romig & Elizabeth Bettini. (2021) Observation Studies in Special Education: A Synthesis of Validity Evidence for Observation Systems. Review of Educational Research 92:1, pages 3-45.
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Ceridwen Evans, Sandy Toogood, Stephanie Owen‐Leeds, Leusa Dwyfor, Shabreen Jorammanawar, Nour Issa & J. Carl Hughes. (2021) Adapting Active Support Interactive Training to a special school context to upskill classroom staff and increase engagement in pupils. British Journal of Special Education 48:3, pages 369-392.
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Claudia P. Pérez-Salas, Victoria Parra, Fabiola Sáez-Delgado & Himmbler Olivares. (2021) Influence of Teacher-Student Relationships and Special Educational Needs on Student Engagement and Disengagement: A Correlational study. Frontiers in Psychology 12.
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Michael L. Wehmeyer, Karrie A. Shogren & Jennifer Kurth. (2020) The State of Inclusion With Students With Intellectual and Developmental Disabilities in the United States. Journal of Policy and Practice in Intellectual Disabilities 18:1, pages 36-43.
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S. Y. Wakeman, R. Pennington, B. Cerrato, A. Saunders & L. Ahlgrim‐Delzell. (2020) Parent perceptions regarding literacy instruction for students with intellectual disability. Journal of Intellectual Disability Research 65:1, pages 86-98.
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Jessica K. Hardy, Robert Pennington, Renea Griffin & Jill Jacobi-Vessels. (2020) Comparing the Effects of Protagonist Race on Preschoolers’ Engagement in Book Reading. Early Childhood Education Journal 48:6, pages 781-791.
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Rose A. Mason, Howard P. Wills, Dwight Irvin, Fan Jia & Debra M. Kamps. (2020) Ecobehavioral Assessment of Paraeducator Behaviors That Support Engagement of Students With Disabilities. Exceptional Children 86:4, pages 413-429.
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Jennifer A. Kurth, Andrea L. Ruppar, Samantha Gross Toews, Katie M. McCabe, Jessica A. McQueston & Russell Johnston. (2019) Considerations in Placement Decisions for Students With Extensive Support Needs: An Analysis of LRE Statements. Research and Practice for Persons with Severe Disabilities 44:1, pages 3-19.
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Steven R. Shaw & Anna M. JankowskaSteven R. Shaw & Anna M. Jankowska. 2018. Pediatric Intellectual Disabilities at School. Pediatric Intellectual Disabilities at School
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Ginevra R. Courtade, Stacy D. Shipman & Rachel Williams. (2017) Increasing Academic Rigor Through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program. Rural Special Education Quarterly 36:4, pages 191-202.
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Jennifer A. Kurth, Kiara Born & Hailey Love. (2016) Ecobehavioral Characteristics of Self-Contained High School Classrooms for Students With Severe Cognitive Disability. Research and Practice for Persons with Severe Disabilities 41:4, pages 227-243.
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Michael L. Wehmeyer, Karrie A. Shogren, Jennifer A. Kurth, Mary E. Morningstar, Elizabeth B. Kozleski, Martin Agran, Lewis Jackson, J. Matt Jameson, John McDonnell & Diane L. Ryndak. 2016. General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities. General and Special Education Inclusion in an Age of Change: Impact on Students with Disabilities
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Julia Scherba de Valenzuela, Elizabeth Kay-Raining Bird, Karisa Parkington, Pat Mirenda, Kate Cain, Andrea A.N. MacLeod & Eliane Segers. (2016) Access to opportunities for bilingualism for individuals with developmental disabilities: Key informant interviews. Journal of Communication Disorders 63, pages 32-46.
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