Book Review: Educating Students with Severe and Multiple Disabilities: A Collaborative Approach (5th ed.),by Orelove,F. P.,Sobsey,D.,& Gilles,D. L. (Eds.)

Browder D. M. Hudson M. E. Wood L. (2014). Using principles of high quality instruction in the general education classroom to provide access to the general education curriculum. In McLeskey J. Waldron N. L. Spooner F. Algozzine B. (Eds.), Handbook of research and practice for effective inclusive schools (pp. 339-351). New York, NY: Routledge.

Carter E. W. (2011). Supporting peer relationships. In Snell M. E. Brown F. (Eds.), Instruction of students with severe disabilities (7th ed., pp. 431-460). Upper Saddle River, NJ: Pearson.

Endrew F. v . Douglas County School District, 580 U.S. ______ (2017).

Gilberts G. J. Agran M. Hughes C. Wehmeyer M. (2001). The effects of peer delivered self-monitoring strategies on the participation of students with severe disabilities in general education classrooms. The Journal of the Association for Persons with Severe Handicaps, 26, 25-36.

Hudson M. E. Browder D. M. (2014). Improving listening comprehension responses for students with moderate intellectual disability during literacy class. Research and Practice for Persons with Severe Disabilities, 39, 11-29. doi:10.1177/1540796914534634

Hudson M. E. Browder D. M. Wood L. (2013). Review of experimental research on academic learning by students with moderate and severe intellectual disability in general education. Research and Practice for Persons with Severe Disabilities, 38, 17-29. doi:10.2511/027494813807046926

Jimenez B. A. Browder D. M. Spooner F. Dibiase W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78, 301-317. doi:10.1177/001440291207800303

Jimenez B. A. Kamei A. (2015). Embedded instruction: An evaluation of evidence to inform inclusive practice. Inclusion, 3, 132-144. doi:10.1352/2326-6988-3.3.132

National Joint Committee for the Communication Needs of Persons with Severe Disabilities. (2003). Position statement on access to communication services and supports: Concerns regarding the application of restrictive eligibility policies. ASHA Supplement, 23, 19-20.

Orelove F. P. Sobsey D. Gilles D. L. (Eds.). (2017). Educating students with severe and multiple disabilities: A collaborative approach (5th ed.). Baltimore, MD: Paul H. Brookes.

Spooner F. McKissick B. R. Hudson M. E. Browder D. M. (2013). Access to the general curriculum in general education classes. In Agran M. Brown F. Hughes C. Quirk C. Ryndak D. (Eds.), Equity and full participation for individuals with severe disabilities: A vision for the future (pp. 217-234). Baltimore, MD: Paul H. Brookes.

Stanford C. Newman L. Wagner M. Cameto R. Knokey A. M. Shaver D. (2011). The post-high school outcomes of young adults with disabilities up to 6 years after high school: Key findings from the National Longitudinal Transition Study-2 (NLTS2). Menlo Park, CA: SRI International.