Beyond Access: Ensuring Progress in the General Education Curriculum for Students With Severe Disabilities

By Wehmeyer Michael L  

Association for the Severely Handicapped. Journal (JASH), Vol. 31, Iss. 4, 2006-12 ,pp. : 322-326

TASH Publishing

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Influences on Parent Perceptions of an Alternate Assessment for Students With Severe Cognitive Disabilities

By Roach Andrew T  

Association for the Severely Handicapped. Journal (JASH), Vol. 31, Iss. 3, 2006-09 ,pp. : 267-274

TASH Publishing

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Defining Access to the General Curriculum for High School Students With Significant Cognitive Disabilities

By Dymond Stacy K   Renzaglia Adelle   Gilson Christie L   Slagor Michael T  

Association for the Severely Handicapped. Journal (JASH), Vol. 32, Iss. 1, 2007-03 ,pp. : 1-15

TASH Publishing

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On Peer Support, Universal Design, and Access to the Core Curriculum for Students With Severe Disabilities: A Personnel Preparation Perspective

By Downing June  

Association for the Severely Handicapped. Journal (JASH), Vol. 31, Iss. 4, 2006-12 ,pp. : 327-330

TASH Publishing

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From Different to Differentiated: Using “Ecological Framework” to Support Personally Relevant Access to General Curriculum for Students With Significant Intellectual Disabilities

By Trela Katherine   Jimenez Bree A.  

Association for the Severely Handicapped. Journal (JASH), Vol. 38, Iss. 2, 2013-01 ,pp. : 117-119

TASH Publishing

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