MMS629B Seminar B

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 students 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.

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

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

From Danielson’s Framework for Teaching Rubric Videos.

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