MMS625B

Hudson, M. E., Browder, D., Wakeman, S. (2013). Helping students with moderate and severe intellectual disability access grade-level text. TEACHING Exceptional Children, 45(3), 14–23.

Kern, L., Gaier, K., Kelly, S., Nielsen, C. M., Commisso, C. E., Wehby, J. H. (2020). An evaluation of adaptations made to Tier 2 social skills training programs. Journal of Applied School Psychology, 36(2), 155–172.

Loman, S. L., Strickland-Cohen, M. K., Walker, V. L. (2018). Promoting the accessibility of SWPBIS for students with severe disabilities. Journal of Positive Behavior Interventions, 20(2), 113–123.

Saunders, A.F., Root, J.R., Jimenez, B.A. (2019). Recommendations for inclusive educational practices in mathematics for student with extensive support needs. Inclusion,) 7 (2): 75–91.

Taub, D. A., McCord, J. A., Ryndak, D. (2017). Opportunities to learn for students with extensive support needs: A context of research-support practices for all in general education classrooms. The Journal of Special Education, 5(3), 127–137.

From the Ceedar Center: High Leverage Practices in Special Education (2015).

From the Ceedar Center: Professional Development videos for developing students’ professional language/vocabulary, and more.

From the Ceedar Center: These videos can help for the assessment for students with disabilities both M/MSN and ESN

From Danielson’s Framework for Teaching Rubric Videos:

Universal Design for Learning (UDL). A teacher’s guide.