Profiles of Students with Severe Disabilities
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Erickson K., & Geist, L. A. (2016). The profiles of students with significant cognitive disabilities and complex communication needs. Augmentative and Alternative Communication, 32(3), 187-197.
Erickson, K., & Quick, N. (2016). The profiles of students with significant cognitive disabilities and known hearing loss. Journal of Deaf Studies and Deaf Education, 1-14. |
Literacy Assessment Strategy for Students with Disabilities
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Pierce, P. L., Summer, G., & O'deKirk, M. (2009). The bridge: An authentic literacy assessment strategy for individualizing and informing practice with young children with disabilities. Young Exceptional Children, 12(3), 2-14.
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Evidence Based Literacy Interventions
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Hanser, G (2007). Promoting communication on the fly for students with significant disabilities, including deaf-blindness: Top 10 tips for partner assisted scanning. Center for Literacy and Disability Studies. Retrieved from https://www.med.unc.edu/ahs/clds/resources/deaf-blind-model-classroom-resources/partner-assisted-scanning/
Koppenhaver, D. A., Hendrix, M. P., & Williams A. R. (2007). Toward evidence-based literacy interventions for children with severe and multiple disabilities. Seminars in Speech and Language, 28(1), 79-89. Wollak, B. A., & Koppenhaver, D. A. (2011). Developing technology-supported, evidence-based writing instruction for students with significant writing disabilities. Assistive Technology Outcomes and Benefits Focused Issue: Assistive Technology and Writing, 7(1), 1-23. |
Critiques of Evidence Based Practices
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Williams, A. R., & Koppenhaver, D. A. (2014). When scientifically-based instruction may not be: Employing theory to reinterpret student failure to respond to intervention. American Reading Forum Annual Yearbook [Online]. Vol. 34.
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