Effects of Peer Support Interventions on Students' Access to the General Curriculum and Social Interactions

By Carter Erik W  

Association for the Severely Handicapped. Journal (JASH), Vol. 30, Iss. 1, 2005-03 ,pp. : 15-25

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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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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Voice, Vision, and the Journey Ahead: Redefining Access to the General Curriculum and Outcomes for Learners With Significant Support Needs

By Ward Theresa  

Association for the Severely Handicapped. Journal (JASH), Vol. 33, Iss. 4, 2008-12 ,pp. : 241-248

TASH Publishing

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Access to the General Curriculum: The Mandate and Role of Context in Research-based Practice for Students with Extensive Support Needs

By Ryndak Diane Lea   Moore Margaret A   Orlando Ann-Marie   Delano Monica  

Association for the Severely Handicapped. Journal (JASH), Vol. 33, Iss. 4, 2008-12 ,pp. : 199-213

TASH Publishing

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