Enhancing the Job Performance of Youth with Moderate to Severe Cognitive Disabilities Using the Self-Determined Learning Model of Instruction

By McGlashing-Johnson Jennifer  

Association for the Severely Handicapped. Journal (JASH), Vol. 28, Iss. 4, 2003-12 ,pp. : 194-204

TASH Publishing

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The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students With Severe Disabilities in General Education Classrooms

By Gilberts Guy H  

Association for the Severely Handicapped. Journal (JASH), Vol. 26, Iss. 1, 2001-03 ,pp. : 25-36

TASH Publishing

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Early Numeracy Instruction for Students With Moderate and Severe Developmental Disabilities

By Browder Diane M.   Jimenez Bree A.   Spooner Fred   Saunders Alicia   Hudson Melissa   Bethune Keri S.  

Association for the Severely Handicapped. Journal (JASH), Vol. 37, Iss. 4, 2013-12 ,pp. : 308-320

TASH Publishing

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The Effects of Response Cards on Active Participation and Social Behavior of Students with Moderate and Severe Disabilities

By Berrong Amy   Schuster John   Morse Timothy   Collins Belva  

Journal of Developmental and Physical Disabilities, Vol. 19, Iss. 3, 2007-06 ,pp. : 187-199

Springer Publishing Company

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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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