Applying Research to Practice: The More Pervasive Problem?

Research and Practice for Persons with Severe Disabilities

Volumn 28, Issue 3, 2003, Pages 143-147

  Snell, Martha E ^a  

^a UNIVERSITY OF VIRGINIA   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0346125293     PISSN: 15407969     EISSN: None     Source Type: Journal    
DOI: 10.2511/rpsd.28.3.143     Document Type: Review

References (16)

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3. Carnine, D. (1997). Bridging the research-to-practice gap. Exceptional Children, 63, 513-521.
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9. No Child Left Behind Act of 2001. Public Law 107-110, 115 Stat. 1425. (2002, January 8).
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11. Snell, M. E. (1997). Teaching children and young adults with mental retardation in school programs: Current research. Behaviour Change, 14, 73-105.
12. Snell, M. E., & Voorhees, M. D. (2003). Team collaboration in the development of positive behavior support interventions: A review from 1999-2002. Paper presented at the annual conference of the American Association on Mental Retardation, Chicago, IL.
13. Vaughn, S., Hughes, M., Schumm, J. S., & Klingner, J. K. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classroom. Learning Disability Quarterly, 21, 57-74.
14. Vaughn, S., Klingner, J., & Hughes, M. (2000). Sustainability of research-based practices. Exceptional Children, 66, 163-171.
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