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Special Education References

(NICHCY), N. D. C. f. C. w. D. (2004). Public Law 108-446, Dec. 3, 2004 118 STAT. 2647   Retrieved
            July 28, 2007, from

Access to the general curriculum: Questions and answers. (2001). Teaching Exceptional Children, 34(2), 84.

Ae-Hwa, K., Vaughn, S., Klingner, J. K., Woodruff, A. L., Reutebuch, C. K., & Kouzekanani, K. (2006). Improving the reading comprehension of middle school students with disabilities through computer-assisted collaborative strategic reading. Remedial & Special Education, 27(4), 235-249.

Alison, M., & Laura, E. (2005). Student-led IEPs: Take the first step. Teaching Exceptional Children, 37(4), 52.

Alper, S., & Raharinirina, S. (2006). Assistive technology for individuals with disabilities: A review and synthesis of the literature. Journal of Special Education Technology, 21(2), 47.

Bain, K., Basson, S., Faisman, A., & Kanevsky, D. (2005). Accessibility, transcription, and access everywhere. IBM Systems Journal, 44(3), 589-603.

Barrie, W., & McDonald, J. (2002). Administrative support for student-led Individualized Education Programs. Remedial & Special Education, 23(2), 116.

Bassett, D. S., & Kochhar-Bryant, C. A. (2006). Strategies for aligning standards-based education and transition. Focus on Exceptional Children, 39(2), 1-19.

Baugher, R., & Nichols, J. (2008). Conducting a rural school district transition fair: Successes and challenges for studens with disabilities Education, 129(2), 216-223.

Bishop, D. (2006). Developmental cognitive genetics: How psychology can inform genetics and vice versa. Quarterly Journal of Experimental Psychology, 59(7), 1153-1168.

Boscardin, M. L. (2005). The administrative role in transforming secondary schools to support inclusive evidence-based practices. American Secondary Education, 33(3), 21-32.

Braddock, D., Rizzolo, M. C., Thompson, M., & Bell, R. (2004). Emerging technologies and cognitive disability. Journal of Special Education Technology, 19(4), 49.

Burgstahler, S. (2003). The role of technology in preparing youth with disabilities for postsecondary education and employment. Journal of Special Education Technology, 18(4), 7.

Carlson, S. (2004). Left out online. Chronicle of Higher Education, 50(40), A23-A25.

Catchpole, N., & Miller, A. (2006). The disabled ADA: How a narrowing ADA threatens to exclude the cognitively disabled. Brigham Young University Law Review, 2006(5), 1333-1376.

Christine, Y. M., Marcy, M.-K., & Lora, J. (2004). How to help students lead their IEP meetings. Teaching Exceptional Children, 36(3), 18.

Crow, K. L. (2006). Accommodating on-line postsecondary students who have disabilities. Unpublished Ed.D., Northern Illinois University, United States -- Illinois.

Crowley, E. P. (1994). Using qualitative methods in special education research. Exceptionality, 5(2), 55.

Dahl, J. (2005). Choices foster online success for students with learning disabilities. Distance Education Report, 9(17), 4-7.

Eckes, S. E., & Ochoa, T. A. (2005). Students with disabilities: Transitioning from high school to higher education. American Secondary Education, 33(3), 6-20.

Eisenman, L. T. (2003). Theories in practice: School-to-work transitions-for-youth with mild disabilities. Exceptionality, 11(2), 89.

Eisenman, L. T., & Tascione, L. (2002). "How come nobody told me? Fostering self-realization through a high school english curriculum. Learning Disabilities Research & Practice (Blackwell Publishing Limited), 17(1), 35.

Ferguson, T. L. (2005). Web accessibility for students with disabilities who use assistive technology: A moving target for postsecondary institutions. Unpublished Ed.D., Oklahoma State University, United States -- Oklahoma.

Fiedler, C. R., & Danneker, J. E. (2007). Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1-20.

Field, S., Sarver, M. D., & Shaw, S. F. (2003). Self-determination. Remedial & Special Education, 24(6), 339-349.

Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial & Special Education, 22(3), 148.

Fitzgerald, J. L., & Watkins, M. W. (2006). Parents' rights in special education: The readability of procedural safeguards. Exceptional Children, 72(4), 497-510.

Glazer, E., Hannafin, M. J., & Song, L. (2005). Promoting technology integration through collaborative apprenticeship. Educational Technology Research & Development, 53(4), 57-67.

Goupil, G., Tassé, M. J., Garcin, N., & Doré, C. (2002). Parent and teacher perceptions of individualised transition planning. British Journal of Special Education, 29(3), 127-135.

Gunning, T. G. (2005). Creating literacy: Instruction for all students (5th ed.). Boston: Pearson Education Inc.

Hadley, W. M. (2006). L.D. students' access to higher education: Self-advocacy and support. Journal of Developmental Education, 30(2), 10-16.

Harniss, M. K., Caros, J., & Gersten, R. (2007). Impact of the design of U.S. history textbooks on content acquisition and academic engagement of special education students: An experimental investigation. Journal of Learning Disabilities, 40(2), 100-110.

Harrysson, B., Svensk, A., & Johansson, G. I. (2004). How people with developmental disabilities navigate the Internet. British Journal of Special Education, 31(3), 138-142.

Henry, L. A. (2001). How does the severity of a learning disability affect working memory performance? Memory, 9(4/5/6), 233-247.

High-stakes exams for special education: Does it help or hurt? (2004). District Administration, 40(5), 39-39.

Hitchcock, C. (2001). Balanced instructional support and challenge in universally designed learning environments. Journal of Special Education Technology, 16(4), 23.

Hockenbury, J. C., Kauffman, J. M., & Hallahan, D. P. (2000). What is right about special education. Exceptionality, 8(1), 3-11.

Hofstetter, F. T. (2001). The future's future: Implications of emerging technology for special education program planning. Journal of Special Education Technology, 16(4), 7.

Hoover, S. J. (2003). IT professionals' response to adoption and implementation of innovations in the workplace: Incorporating accessibility features into information technology for end users with disabilities. Unpublished Ph.D., University of Minnesota, United States -- Minnesota.

Johnson, B. A. (1993). Classroom integration of special education students: Using Q methodology to determine teacher attitudes (pp. 28).

Kalyanpur, M., & Kirmani, M. H. (2005). Diversity and technology: Classroom implications of the digital divide. Journal of Special Education Technology, 20(4), 9.

Kavale, K. A., Holdnack, J. A., & Mostert, M. P. (2006). Responsiveness to intervention and the identification of specific learning disability: A critique and alternative proposal. Learning Disability Quarterly, 29(2), 113-127.

Kim-Rupnow, W. S., & Burgstahler, S. (2004). Perceptions of students with disabilities regarding the value of technology-based support activities on postsecondary education and employment. Journal of Special Education Technology, 19(2), 43.

Knoll, J. A., & Obi, S. C. (1997). An analysis of inclusive education in Eastern Kentucky: Final project report (pp. 99).

Kohler, P. D., & Field, S. (2003). Transition-focused education: Foundation for the future. Journal of Special Education, 37(3), 174-183.

Kristen, L., Daniel, S., & Domenico, C. (2006). Kurzweil 3000. Journal of Special Education Technology, 21(2), 79.

Lehman, C. M., Clark, H. B., Bullis, M., Rinkin, J., & Castellanos, L. A. (2002). Transition from school to adult life: Empowering youth through community ownership and accountability. Journal of Child & Family Studies, 11(1), 127-141.

Madaus, J. W. (2005). Navigating the college transition maze: A guide for students with learning disabilities. Teaching Exceptional Children, 37(3), 32-37.

Understanding learning disabilities. (2005). District Administration, 41(8), 73-73.

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