Page 8: References & Additional Resources
To cite this module, please use the following:
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Giangreco, M.F. (2021). Maslow’s hammer: Teacher assistant research and inclusive practices at a crossroads. European Journal of Special Needs Education, 36(2), 278-293. https://doi.org/10.1080/08856257.2021.1901377
Heinrich, S., Collins, B.C., Knight, V., & Spriggs, A.D. (2016). Embedded simultaneous prompting procedure to teach STEM content to high school students with moderate disabilities in an inclusive setting. Education and Training in Autism and Developmental Disabilities, 51(1), 41-54. Retrieved from https://www.jstor.org/stable/26420363
Hudson, M.E., Browder, D.M., & Wood, L.A., (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons with Severe Disabilities, 38(1), 17-29. https://doi.org/10.2511%2F027494813807046926
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Kleinert, J., Kearns, J., Liu, K. K., Thurlow, M. L., & Lazarus, S. S. (2019). Communication competence in the inclusive setting: A review of the literature (Report No. 103). University of Minnesota, TIES Center. https://tiescenter.org/resource/Zg/Ue_eLWQ_eA3nNnb7datg
Kleinert, H., Towles-Reeves, E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A. (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81(3), 312-328. https://doi.org/10.1177/0014402914563697
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Mazzotti, V. L., Rowe, D. A., Kwiatek, S., Voggt, A., Chang, W.-H., Fowler, C.H., Poppen, M., Sinclair, J., & Test, D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47-64. https://doi.org/10.1177/2165143420959793
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McLeskey, J.L., Rosenberg, M.S., & Westling, D.L. (2018). Inclusion: Effective practices for all students. (3rd ed.). Pearson.
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National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards. Retrieved from http://www.corestandards.org/
Next Generation Science Standards. (n.d.) Read the standards. Retrieved from https://www.nextgenscience.org/
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Ruppar, A.L., Afacan, K., Yang, Y.-L., & Pickett, K.J. (2017). Embedded shared reading to increase literacy in an inclusive English/language arts class: Preliminary efficacy and ecological validity. Education and Training in Autism and Developmental Disabilities, 52(1), 51-63. Retrieved from https://www.jstor.org/stable/26420375
Sabia, R., Thurlow, M. L., & Kearns, J. (2022). Communication supports for students with significant cognitive disabilities: What parents need to know (Brief #9). TIES Center. Retrieved from https://files.tiescenter.org/files/TqatXAhpMq/ties-brief-9?preferredLocale=en-US
Sabia, R., Thurlow, M.L., & Lazarus, S.S. (2020). The general education curriculum—not an alternate curriculum! (Brief #5). TIES Center. Retrieved from https://ici-s.umn.edu/files/hGRYhQDJTP/brief5-the-general-education-curriculum-not-an-alternate-curriculum
Saunders, A. F., Wakeman, S., Reyes, E., Thurlow, M. L., & Vandercook, T. (2020). Instructional practices for students with the most significant disabilities in inclusive settings: A review of the literature (TIES Center Report 104). University of Minnesota, The TIES Center. https://ici-s.umn.edu/files/YtCaKA6y-K?variant=&locale=&fileGroup=pdf
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Turnbull, A., & Turnbull, R. (2020). Rights, wrongs, and remedies for inclusive education for students with significant support needs: Professional development, research, and policy reform. Research and Practice for Persons with Severe Disabilities, 45(1), 56-62.
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Johnson, H.N., Wakeman, S.Y., & Clausen, A.M. (2022). Inclusive supports and strategies to increase opportunities to respond for all learners. Teaching Exceptional Children, 1-9 DOI: 10.1177/00400599221114432 This article explores instructional supports and strategies, including opportunities to respond, explicit instruction, turn and talk, think-alouds, graphic organizers, and visual supports. After a description of the strategies, you will read how each strategy can be applied for students with extensive support needs using Universal Design for Learning and practical case study examples.
Kurth, J.A., & Zagona, A. L. (2018). Involvement and participation of students with severe disabilities in SWPBIS. The Journal of Special Education, 52(3), 131–141. https://doi.org/10.1177/0022466918766523 In this study, schoolwide positive behavior intervention and supports (SWPBIS) coaches addressed the extent to which students with extensive support needs (ESN) are included in SWPBIS instruction and activities. This research demonstrates that general educators and related service providers have less knowledge of or involvement in the inclusion of students with ESN in aspects of SWPBIS, particularly in teaching explicit behavioral expectations.
Center for Parent Information & Resources. (2017, January). Assessments for students with the most significant cognitive disabilities: ESSA fact sheet. Retrieved from https://www.parentcenterhub.org/essa-fact-sheet-alt-assess/ Designed to give visitors a “basic overview of the alternate academic achievement standards and alternate assessment provisions contained in ESSA,” this Q&A-style fact sheet covers everything from alternate assessments for students with disabilities to the roles and responsibilities of the student’s IEP team and much more. Further links to other ESSA-related topics are also provided.
Center for Parent Information & Resources. (2020, March). Supports, modifications, and accommodations for students with disabilities. Retrieved from https://www.parentcenterhub.org/accommodations/ Looking for a primer on the basics of supports, modifications, and accommodations? This is a good place to start. This informative resource explains the various categories of instructional and testing supports for students with disabilities, while also offering specific examples ranging from scheduling and setting supports to student response and material supports. Also covered are related services and supplementary aids and services.
National Center on Accessible Educational Materials (2020). Early childhood critical components of the quality indicators for the provision of accessible educational materials & accessible technologies. Retrieved from https://aem.cast.org/get-started/resources/2020/early-childhood-critical-components-of-the-quality-indicators-for-the-provision-of-accessible-educational-materials–accessible-technologies This resource describes the essential elements of accessible materials and technology for students with disabilities. The quality indicators can be used to evaluate a currently used system or as a decision-making guide to develop new supports.
Orlando, A., & Ruppar, A. (2016). Literacy instruction for students with multiple and severe disabilities who use augmentative/alternative communication (Document No. IC-16). University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center. Retrieved from https://ceedar.education.ufl.edu/wp-content/uploads/2016/10/IC-Literacy-multiple-severe-disabilities.pdf This resource focuses on literacy instruction for students with severe disabilities, including those who use augmentative and alternative communication systems. With appropriate interventions and supports, the research suggests that students with multiple and severe disabilities can be contributing members of a literate society.
Saunders, A. F., Wakeman, S., Reyes, E., Thurlow, M. L., & Vandercook, T. (2020). Instructional practices for students with the most significant disabilities in inclusive settings: A review of the literature (TIES Center Report 104). University of Minnesota, The TIES Center. Retrieved from https://files.nceo.info/files/YtCaKA6y-K/ties-center-report-104 This literature review describes empirically validated instructional practices and academic interventions for students with significant cognitive disabilities in inclusive settings.
Winton, P., Buysse, V., Rous, B., Epstein, D., & Pierce, P. (2011). CONNECT module 5: Assistive technology interventions [Web-based professional development curriculum]. University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. Retrieved from https://connectmodules.dec-sped.org/connect-modules/learners/module-5/ This module delineates assistive technology interventions that increase students’ access to and participation in inclusive settings. You will practice selecting assistive technology interventions within an example scenario.
Winton, P., Buysse, V., Turnbull, A., & Rous, B. (2010). CONNECT Module 3: Communication for collaboration [Web-based professional development curriculum]. Chapel Hill: University of North Carolina, FPG Child Development Institute, CONNECT: The Center to Mobilize Early Childhood Knowledge. Retrieved from https://connectmodules.dec-sped.org/connect-modules/learners/module-3/ This module explores effective practices for communicating and collaborating with professionals and families. Using a five-step process, you walk through a practical example, create a communication plan, and then evaluate the plan.
Center for Applied Special Technology (CAST) Created to assist classroom instructors who seek to develop courses of study or curricula that are more easily accessible by all of their students, the Center for Applied Special Technology (CAST) offers a Website overflowing with information and resources that include a detailed explanation of Universal Design for Learning (UDL), links to examples and resources to support UDL implementation, among much, much more.
Center for Standards, Assessment, & Accountability (CSAA) The Center for Standards, Assessment, & Accountability at WestEd offers resources for the development and utilization of rigorous standards and student-focused assessment and accountability practices. Resources on a variety of topics related to the implementation of standards and assessments can be found under the Resources, Spotlights, and Tools tabs.
National Center on Educational Outcomes (NCEO) The National Center on Educational Outcomes (NCEO) advocates for the inclusion of students with disabilities, as well as English learners with and without disabilities. This site focuses on the accessibility of assessments and accommodations. With a menu consisting of specific topics and a resources tab in which you can filter your search, NCEO offers an extensive list of publications, current information, and tools you can use to improve results for your students.