Access, Participation, and Progress in the General Education Curriculum in the Least Restrictive Environment for Students with Significant Cognitive Disabilities

By Smith Anne  

Association for the Severely Handicapped. Journal (JASH), Vol. 31, Iss. 4, 2006-12 ,pp. : 331-337

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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What We Know and Need to Know about Accessing the General Curriculum for Students with Significant Cognitive Disabilities

By Spooner Fred  

Association for the Severely Handicapped. Journal (JASH), Vol. 31, Iss. 4, 2006-12 ,pp. : 277-283

TASH Publishing

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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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High School Students Attitudes About and Recommendations for Their Peers with Significant Disabilities

By Fisher Douglas   Pumpian Ian   Sax Caren  

Association for the Severely Handicapped. Journal (JASH), Vol. 23, Iss. 3, 1998-09 ,pp. : 272-282

TASH Publishing

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