Students with Disabilities

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Clayton J. Burdge M. Denham A. Kleinert H. Kearns J. (2006). A four-step process for accessing the general curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 38(5), 20–27.

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Collins B. Kleinert H. Land L. (2006). Addressing math standards and functional math. In Browder D. Spooner F. (Eds.), Teaching reading, math and science to students with significant cognitive disabilities (pp. 197–227). Baltimore: Paul Brookes.

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Deshler D. Schumaker J. Bulgren J. Lenz B. Jantzen J. Adams G. (2001). Making learning easier: Connecting new knowledge to things students already know. TEACHING Exceptional Children, 33(4), 82–85.

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Duvall E. (2006). Including students with disabilities in a foreign language class. TEACHING Exceptional Children, 38(6), 42–47.

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Individuals With Disabilities Education Act Amendments of 1997 (IDEA) , Pub. L. No. 105–17, 20 U.S.C. §§ 1400 et seq.

Individuals With Disabilities Education Improvement Act of 2004 (IDEA) , Pub. L. No. 108–446, 20 U.S.C. §§ 1400 et seq.

Kaiser A. Grim J. (2006). Teaching functional communication skills. In Snell M. E. Brown F. (Eds.), Instruction of students with severe disabilities (6th ed.; pp. 447–488). Upper Saddle River, NJ: Merrill/Prentice-Hall.

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Spooner F. Browder D. (2006). Why teach the general curriculum. In Browder D. Spooner F. (Eds.), Teaching reading, math and science to students with significant cognitive disabilities (pp. 1–13). Baltimore: Paul Brookes.

Standards for foreign language learning in the 21st century (1999). Yonkers, NY: National Standards in Foreign Language Education Project.

Uberti H. Scruggs T. Mastropieri M. (2003). Keywords make the difference: Mnemonic instruction in inclusive classrooms. TEACHING Exceptional Children, 35(3), 56–61.

Wagner M. Cadwallader T. Garza N. Cameto R. (2004, March). Social activities of youth with disabilities: NTLS2 data brief, 3(1). Retrieved March 22, 2006, from http://www.ncset.org/publications/viewdesc.asp?id=1470.

Wagner M. Newman L. Cameto R. Levine P. (2005). Changes over time in the early postschool outcomes of youth with disabilities: A report of findings from the National Longitudinal Transition Study (NLTS) and the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International. Retrieved on July 14, 2006, from http://www.nlts2.org/pdfs/str6_completereport.pdf.