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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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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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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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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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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