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Instructional Contexts for Students with Moderate, Severe, and Profound Intellectual Disabilities in General Education Elementary Classrooms
13 references·0 citing·51 second hopsampled
Instructional Contexts for Students with Moderate, Severe, and Profound Intellectual Disabilities in General Education Elementary Classrooms (1998)Instructional Contexts for Students with …Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms (1998)Comparing Instructional Conte…Effects of Instructional Variables on Engaged Behavior of Students with Disabilities in General Education Classrooms (1997)Effects of Instructional Vari…A Comparison of Instructional Context, Teacher Behavior, and Engaged Behavior for Students with Severe Disabilities in General Education and Self-Contained Elementary Classrooms (1997)A Comparison of Instructional…Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs (1996)Teachers' Perceptions of the …Use of Instructional Time in Classrooms Serving Students with and without Severe Disabilities (1994)Use of Instructional Time in …Evaluating the Effects of Placement of Students with Severe Disabilities in General Education versus Special Classes (1994)Evaluating the Effects of Pla…Achievement by All Students within the Context of Cooperative Learning Groups (1994)Achievement by All Students w…Examining the Instructional Contexts of Students with Learning Disabilities (1992)Examining the Instructional C…Longitudinal Analysis of Time, Engagement, and Achievement in At-Risk versus Non-Risk Students (1991)Longitudinal Analysis of Time…Ecobehavioral Analysis of Classroom Instruction (1990)Ecobehavioral Analysis of Cla…Cooperative Teaching (1989)Cooperative TeachingTime Allocated to Instruction of Mentally Retarded, Learning Disabled, Emotionally Disturbed, and Nonhandicapped Elementary Students (1987)Time Allocated to Instruction…What's “Special” about the Special Education Resource Room for Learning Disabled Students? (1983)What's “Special” about the Sp…The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring (1984)Handbook of research on teaching (1986)A Model for Conducting a Functional Analysis of Academic Performance Problems (1997)Students with disabilities: a national survey of participation in school activities (2001)Peer and Cross-Age Tutoring in Math:Outcomes and Their Design Implications (2005)Education and Treatment of Children (2014)Effective Schools: A Review (1983)Qualitative evaluation and research methods (1990)Comparing the Effects of Educational Placement on the Social Relationships of Intermediate School Students with Severe Disabilities (1997)Parental Perceptions of Inclusive Educational Placements (2000)INCLUDING STUDENTS WITH DEVELOPMENTAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: EDUCATIONAL BENEFITS (2002)Critical Issues in the Lives of People With Severe Disabilities (1991)Education and Treatment of Children (2008)Educational Assessment in the 21st Century (2009)Reliability and validity of the Classroom Observations of Student–Teacher Interactions (COSTI) for kindergarten reading instruction (2011)Experimental and Quasi-Experimental Designs for Research (1963)Engaging Children's Minds: The Project Approach (1989)Research on Inclusive Educational Programs, Practices, and Outcomes for Students with Severe Disabilities (1997)Learning Together and Alone: Cooperative, Competitive, and Individualistic Learning (1998)Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms (2003)Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions (2005)Handbook of Child Psychology (1934)Educating Children with Learning Problems: A Shared Responsibility (1986)Co-Teaching: An Overview of the Past, a Glimpse at the Present, and Considerations for the Future (1993)Co-Teaching at the Secondary Level: Unique Issues, Current Trends, and Suggestions for Success (2003)Collaborative models of instruction: The empirical foundations of inclusion and co‐teaching (2012)Learning, Remembering, and Understanding (2017)Coercive Family Process (1982)Coercive family process (1983)Applications of Ecobehavioral Analysis to the Study of Transitions across Early Education Settings. (1990)Assessment in Early Intervention and Early Childhood Special Education (2000)Social Support in Inclusive Schools: Student and Teacher Perspectives (2001)A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults (1979)MOTIVATING AUTISTIC CHILDREN THROUGH STIMULUS VARIATION (1980)Educating all students in the mainstream of regular education (1989)Classroom Variables and Access to the General Curriculum for Students with Disabilities (2007)Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. (2012)A Model of School Learning (1963)Toward a Comprehensive Theoretical Framework for Disability Research (1996)Inclusion, Power, and Community:Teachers and Students Interpret the Language of Community in an Inclusion Classroom (2006)Data Collection and Analysis (2012)A Model of School Learning (2014)Effects of Classroom Management Intervention Based on Teacher Training and Performance Feedback on Outcomes of Teacher-Student Dyads in Inclusive Classrooms (2015)Mail and Telephone Surveys: The Total Design Method. (1979)Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers (1995)The Tip of the Iceberg: Determining Whether Paraprofessional Support is Needed for Students with Disabilities in General Education Settings (1999)The Effect of Peer Tutoring on Interaction Behaviors in Inclusive Physical Education (2008)Inclusive Preschool Teachers: Their Attitudes and Knowledge about Inclusion (2014)Caseload in Special Education: An Integration of Research Findings (2001)Access to the General Curriculum: The Mandate and Role of Context in Research-Based Practice for Students with Extensive Support Needs (2008)Stars in Alignment (2014)
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References

  • 1989Cooperative Teaching270 cited
  • 1991Longitudinal Analysis of Time, Engagement, and Achievement in At-Risk versus Non-Risk Students251 cited
  • 1994Evaluating the Effects of Placement of Students with Severe Disabilities in General Education versus Special Classes201 cited
  • 1994Achievement by All Students within the Context of Cooperative Learning Groups154 cited
  • 1994Use of Instructional Time in Classrooms Serving Students with and without Severe Disabilities136 cited
  • 1997Effects of Instructional Variables on Engaged Behavior of Students with Disabilities in General Education Classrooms88 cited
  • 1996Teachers' Perceptions of the Supports Critical to the Success of Inclusion Programs74 cited
  • 1992Examining the Instructional Contexts of Students with Learning Disabilities72 cited
  • 1990Ecobehavioral Analysis of Classroom Instruction71 cited
  • 1997A Comparison of Instructional Context, Teacher Behavior, and Engaged Behavior for Students with Severe Disabilities in General Education and Self-Contained Elementary Classrooms54 cited
  • 1987Time Allocated to Instruction of Mentally Retarded, Learning Disabled, Emotionally Disturbed, and Nonhandicapped Elementary Students52 cited
  • 1998Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms33 cited
  • 1983What's “Special” about the Special Education Resource Room for Learning Disabled Students?

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