Evaluating the Educational Experiences of Students With Profound and Multiple Disabilities in Inclusive and Segregated Classroom Settings: An Australian Perspective

By Foreman Phil  

Association for the Severely Handicapped. Journal (JASH), Vol. 29, Iss. 3, 2004-09 ,pp. : 183-193

TASH Publishing

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Developing Inclusive College Opportunities for Students With Intellectual and Developmental Disabilities

By Papay Clare   Griffin Megan  

Association for the Severely Handicapped. Journal (JASH), Vol. 38, Iss. 2, 2013-01 ,pp. : 110-116

TASH Publishing

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An Intensive Onsite Technical Assistance Model to Promote Inclusive Educational Practices for Students with Disabilities in Middle School and High School

By Clark Nitasha M   Cushing Lisa S   Kennedy Craig H  

Association for the Severely Handicapped. Journal (JASH), Vol. 29, Iss. 4, 2004-12 ,pp. : 253-262

TASH Publishing

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Effects of Manual Signing on Communicative Verbalizations by Toddlers With and Without Disabilities in Inclusive Classrooms

By DiCarlo Cynthia F  

Association for the Severely Handicapped. Journal (JASH), Vol. 26, Iss. 2, 2001-06 ,pp. : 120-126

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Characteristics of the Closest Relationships Between Children With Developmental Disabilities and Peers in Inclusive Settings

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Australasian Journal of Special Education, Vol. 34, Iss. 1, 2010-05 ,pp. : 61-78

Cambridge University Press

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