AgranM.BlanchardC.WehmeyerM. L. (2000). Promoting transition goals and self-determination through student self-directed learning: The Self-Determined Learning Model of Instruction. Education and Training in Mental Retardation and Developmental Disabilities, 35, 351–364.
2.
ArtzA. F.NewmanC. M. (1990). Cooperative learning. Mathematics Teacher, 83, 448–449.
3.
BrowderD. M.FallinK.DavisS.KarvonenM. (2003). A consideration of what may influence student outcomes on alternate assessments. Education and Training in Developmental Disabilities, 38, 255–270.
4.
BrowderD. M.FlowersC.Ahlgrim-DelzellL.KarvonenM.SpoonerF.AlgozzineR. (2004). The alignment of alternate assessment content to academic and functional curricula. Journal of Special Education, 37, 211–224.
5.
BrowderD. M.KarvonenM.DavisS.FallinK.Courtade-LittleG. (2005). The impact of teacher training on state alternate assessment scores. Exceptional Children, 71, 267–282.
6.
BrowderD. M.SpoonerF. (2003). Understanding the purpose and process of alternate assessment. In RyndakD.AlperS. (Eds.), Curriculum and instruction for students with significant disabilities in inclusive settings (2nd ed., pp. 51–72). Boston: Allyn & Bacon.
7.
BrowderD. M.SpoonerF.Ahlgrim-DelzellL.FlowersC.KarvonenM.AlgozzineR. (2003). A content analysis of the curricular philosophies reflected in states' alternate assessments. Research and Practice for Persons with Severe Disabilities, 28, 165–181.
8.
BrowderD. M.SpoonerF.AlgozzineR.Ahlgrim-DelzellL.FlowersC.KarvonenM. (2003). What we know and what we need to know about alternate assessment. Exceptional Children, 70, 45–62.
9.
BrowderD. M.SpoonerF.WakemanS.TrelaK.BakerJ. N. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31, 309–321.
10.
CalculatorS. N.JorgensenC. M. (Eds.) (1994). Including students with severe disabilities in schools. San Diego, CA: Singular Publishing Group, Inc.
11.
CarterE. W.CushingL. S.ClarkN. M.KennedyC. H. (2005). Effects of peer support interventions on students' access to the general curriculum and social interactions. Research and Practice for Persons with Severe Disabilities, 30, 15–25.
12.
CarterE. W.HughesC. (2005). Increasing social intervention among adolescents with intellectual disabilities and their general education peers: Effective interventions. Research and Practice for Persons with Severe Disabilities, 30, 179–193.
13.
CarterE. W.KennedyC. H. (2006). Promoting access to the general curriculum using peer support strategies. Research and Practice for Persons with Severe Disabilities, 31, 284–292.
14.
Council for Exceptional Children. (1998). A curriculum every student can use: Design principles for student access. Washington DC: Author.
15.
CurryC. (2003). Universal design: Accessibility for all learners. Educational Leadership, 61, 55–60.
16.
CushingL. S.ClarkN. M.CarterE. W.KennedyC. H. (2005). Access to the general curriculum for students with significant cognitive disabilities. TEACHING Exceptional Children, 38, 6–13.
17.
CushingL. S.KennedyC. H. (2004). Facilitating social relationships in general education settings. In KennedyC. H.HornE. M. (Eds.), Including students with severe disabilities (pp. 206–216). Boston: Allyn & Bacon.
18.
DowningJ. E. (2005). Teaching literacy to students with significant disabilities: Strategies for the K-12 inclusive classroom. Thousand Oaks, CA: Corwin Press.
19.
DuganE.KampsD.LeonardB.WatkinsN.RheinbergerA.StackhausJ. (1995). Effects of cooperative learning groups during social studies for students with autism and fourth-grade peers. Journal of Applied Behavior Analysis, 28, 175–188.
20.
DymondS. K.RenzagliaA. (2004, May). Students with significant cognitive disabilities accessing the general curriculum in high school science classes. In SpoonerF., Chair, Accessing the general curriculum for students with significant disabilities. Symposium conducted at the Annual Convention of the Association for Behavior Analysis, Boston, MA.
21.
DymondS. K.RenzagliaA.ChunE. J. (in press). Inclusive high school service learning programs: Methods for and barriers to including students with disabilities. Education and Training in Developmental Disabilities.
22.
DymondS. K.RenzagliaA.GilsonC. L.SlagorM. T. (in press). Defining access to the general curriculum for high school students with significant cognitive disabilities. Research and Practice for Persons with Severe Disabilities.
23.
DymondS. K.RenzagliaA.RosensteinA.ChunE. J.BanksR. A.NiswanderV. (2006). Using a participatory action research approach to create a universally designed inclusive high school science course: A case study. Research and Practice for Persons with Severe Disabilities, 31, 293–308.
24.
DymondS. K.OreloveF. P. (2001). What constitutes effective curricula for students with severe disabilities?Exceptionality, 9, 109–122.
25.
Federal Register. (2002). 67 (118) Wednesday, June 19, pp. 41792–41793.
26.
FlowersC.BrowderD.Ahlgrim-DelzellL. (2006). An analysis of three states' alignment between language arts and mathematics standards and alternate assessments. Exceptional Children, 72, 201–215.
27.
FuchsD.FuchsL. S.ThompsonA.SvensonE.YenL.Al OtaibaS. (2001). Peer-assisted learning strategies in reading: Extension for kindergarten, first grade, and high school. Remedial and Special Education, 22, 15–21.
28.
Gaylord-RossR. J.HaringT. G.BreenC.Pitts-ConwayV. (1984). The training and generalization of social interaction skills with autistic youth. Journal of Applied Behavior Analysis, 17, 229–247.
29.
HeronE.JorgensenC. M. (1994–1995). Addressing learning difference right from the start. Educational Leadership, 52, 56–59.
30.
HitchcockC.MeyerA.RoseD.JacksonR. (2002). Access, participation, and progress in the general curriculum. Peabody, MA: National Center on Accessing the General Curriculum.
31.
Individuals With Disabilities Education Act of 1997, 120 U.S.C. §1400 et seq.
32.
Individuals With Disabilities Education Improvement Act of 2004, 20 U.S.C. §1400, H. R. 1350.
33.
JohnsonD. W.JohnsonR. T. (1986). Learning together and alone (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
34.
JohnsonD. R.StoddenR. A.EmanuelE. J.LueckingR.MackM. (2002). Current challenges facing secondary education and transition services: What research tells us. Exceptional Children, 68, 519–531.
35.
JorgensenC.McSheehanM.SonnenmeierR.CicoliniN. (2004). Beyond access: Best practices that promote learning of general education curriculum content for students with most significant disabilities. Durham, NH: University of New Hampshire, Institution of Disability/UCED.
36.
JorgensenC. M. (1994–1995). Essential questions–inclusive answers. Educational Leadership, 52, 52–55.
37.
JorgensenC. M.McSheehanM. (2004, November). Presuming competence: Designing instructional and communication supports within the general education classroom for students with the most significant disabilities. Paper presented at the annual meeting of TASH, Reno, NV.
38.
KennedyC. H.CushingL. S.ItkonenT. (1997). General education participation improves the social contacts and friendship networks of students with severe disabilities. Journal of Behavioral Education, 7, 167–189.
39.
KohlerP. (1996). A taxonomy for transition programming: Linking research and practice. Champaign, IL: Transition Research Institute, University of Illinois.
40.
McDonnellJ.Mathot-BucknerC.ThorsonN.FisterS. (2001). Supporting the inclusion of students with moderate and severe disabilities in junior high school general education classes: The effects of classwide peer tutoring, multi-element curriculum, and accommodations. Education & Treatment of Children, 24, 141–160.
41.
MillerA. D.BarbettaP. M.HeronT. E. (1994). START tutoring: Designing, training, implementing, adapting, and evaluating tutoring programs for school and home settings. In GradnerR.IIISainatoD. M.CooperJ. O.HeronT. E.HewardW. L.EshlemanJ. (Eds.), Behavior analysis in education: Focus on measurably superior instruction (pp. 75–78). Pacific Grove, CA: Brooks/Cole.
42.
No Child Left Behind Act of 2001, Pub. L. No. 107-110, 115 Stat.1425 (2002).
43.
OrkwisR. (1999). Curriculum access and universal design for learning. ERIC/OSEP Digest #E586. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. ED 437767.
44.
PalmerS.WehmeyerM. L. (2003). Promoting self-determination in early elementary school: Teaching self-regulated problem-solving and goal setting skills. Remedial and Special Education, 24, 115–126.
45.
PalmerS. B.WehmeyerL. M.GipsonK.AgranM. (2004). Promoting access to the general curriculum by teaching self-determination skills. Exceptional Children, 70, 427–439.
46.
PotterL.Van TubbergenM.WarschauskyS. A. (2006). Legal implications of advances in the use of assistive technology for accessible student assessments. Manuscript submitted for publication.
47.
RenzagliaA.DymondS. K. (2006). Conceptualizing “access” as the implicit and explicit general education curriculum. Manuscript in preparation.
48.
RenzagliaA.KarvonenM.DrasgowE.StoxenC. (2003). Promoting a lifetime of inclusion. Focus on Autism and Other Developmental Disabilities, 18, 140–149.
49.
RoseD. H.MeyerA. (2000). Universal design for learning. Journal of Special Education Technology, 15, 67–70.
50.
RyndakD. L.BillingsleyF. (2004). Access to the general education curriculum. In KennedyC. H.HornE. M. (Eds.), Including students with severe disabilities (pp. 33–53). Boston: Pearson.
51.
ShuklaS.KennedyC. H.CushingL. S. (1998). Component analysis of peer support strategies: Adult influence on the participation of peers without disabilities. Journal of Behavioral Education, 8, 397–413.
52.
ShuklaS.KennedyC. H.CushingL. S. (1999). Intermediate school students with severe disabilities: Supporting their social participation in general education classrooms. Journal of Positive Behavior Interventions, 1, 130–140.
53.
SpoonerF.BakerJ. N.HarrisA. A.Ahlgrim-DelzellL.BrowderD. (in press). Effects of training in universal design for learning (UDL) on lesson plan development. Remedial and Special Education.
54.
TurnbullH. R.TurnbullA. P.WehmeyerM. L.ParkJ. (2003). A quality of life framework for special education outcomes. Remedial and Special Education, 24, 67–74.
55.
UtleyC. A.ReddyS. S.DelquadriJ. C.GreenwoodC. R.MortweetS. L.BowmanV. (2001). Classwide peer tutoring: An effective teaching procedure for facilitating the acquisition of health education and safety facts with students with developmental disabilities. Education & Treatment of Children, 24, 1–27.
56.
VoeltzL. M. (1982). Effects of structured interactions with severely handicapped peers on children's attitudes. American Journal of Mental Deficiency, 86, 380–390.
57.
WarschauskyS.Van TubbergenM.PotterL. (2005, November). ACSESS project: Adapted collaboration strategies for evaluating student strengths. Paper presented at the annual meeting of TASH. Milwaukee, WI.
58.
WehmeyerM. L. (2005). Self-determination and individuals with severe disabilities: Reexamining meanings and misinterpretations. Research and Practice for Persons with Severe Disabilities, 30, 113–120.
59.
WehmeyerM. L.FieldS.DorenB.JonesB.MasonC. (2004). Self-determination and student involvement in standards-based reform. Exceptional Children, 70, 413–425.
60.
WehmeyerM. L.PalmerS. B.AgranM.MithaugD.MartinJ. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66, 439–453.
61.
WertsM. G.CaldwellN. K.WoleryM. (1996). Peer modeling of response chains: Observational learning by students with disabilities. Journal of Applied Behavior Analysis, 29, 53–66.