메뉴 건너뛰기




Volumn 74, Issue 1, 2007, Pages 101-120

Classroom variables and access to the general curriculum for students with disabilities

Author keywords

[No Author keywords available]

Indexed keywords


EID: 34548279787     PISSN: 00144029     EISSN: None     Source Type: Journal    
DOI: 10.1177/001440290707400106     Document Type: Article
Times cited : (122)

References (42)
  • 2
    • 0001943099 scopus 로고    scopus 로고
    • Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process and for providing meaningful access to the general curriculum
    • Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process and for providing meaningful access to the general curriculum. Learning Disabilities: Research and Practice, 17, 65-77.
    • (2002) Learning Disabilities: Research and Practice , vol.17 , pp. 65-77
    • Baker, S.1    Gersten, R.2    Scanlon, D.3
  • 3
    • 85039210028 scopus 로고    scopus 로고
    • Bashinski, S. M, & Wehmeyer, M. L, 2002, Access CISSAR version 1.0, Computer software, Lawrence, KS: University of Kansas
    • Bashinski, S. M., & Wehmeyer, M. L. (2002). Access CISSAR (version 1.0) [Computer software]. Lawrence, KS: University of Kansas.
  • 4
    • 0027892837 scopus 로고
    • Examining the instructional contexts of students with learning disabilities
    • Bulgren, J. A., & Carta, J. J. (1993). Examining the instructional contexts of students with learning disabilities. Exceptional Children, 59, 182-191.
    • (1993) Exceptional Children , vol.59 , pp. 182-191
    • Bulgren, J.A.1    Carta, J.J.2
  • 6
    • 0035581880 scopus 로고    scopus 로고
    • Teaching for understanding with students with disabilities: New directions for research on access to the general education curriculum
    • Cobb-Morocco, C. (2001). Teaching for understanding with students with disabilities: New directions for research on access to the general education curriculum, Learning Disability Quarterly, 24, 5-11.
    • (2001) Learning Disability Quarterly , vol.24 , pp. 5-11
    • Cobb-Morocco, C.1
  • 7
    • 0041653499 scopus 로고    scopus 로고
    • Knowing the how and why of history: Expectations for secondary students with and without learning disabilities
    • De La Paz, S., & MacArthur, C. (2003). Knowing the how and why of history: Expectations for secondary students with and without learning disabilities. Learning Disability Quarterly, 26, 142-154.
    • (2003) Learning Disability Quarterly , vol.26 , pp. 142-154
    • De La Paz, S.1    MacArthur, C.2
  • 9
    • 34247232908 scopus 로고    scopus 로고
    • What constitutes an effective curriculum for students with severe disabilities?
    • Dymond, S. K., & Orelove, F. P. (2001). What constitutes an effective curriculum for students with severe disabilities? Exceptionality, 9, 109-122.
    • (2001) Exceptionality , vol.9 , pp. 109-122
    • Dymond, S.K.1    Orelove, F.P.2
  • 10
    • 0035614317 scopus 로고    scopus 로고
    • Learners with significant disabilities: Curricular relevance in an era of standards-based reform
    • Ford, A., Davern, L., & Schnorr, R. (2001). Learners with significant disabilities: Curricular relevance in an era of standards-based reform. Remedial and Special Education, 22, 214-222.
    • (2001) Remedial and Special Education , vol.22 , pp. 214-222
    • Ford, A.1    Davern, L.2    Schnorr, R.3
  • 11
    • 0142072555 scopus 로고    scopus 로고
    • Working with paraprofessionals
    • Giangreco, M. F., (2003). Working with paraprofessionals. Educational Leadership, 1(2), 50-53.
    • (2003) Educational Leadership , vol.1 , Issue.2 , pp. 50-53
    • Giangreco, M.F.1
  • 13
    • 84970301497 scopus 로고
    • Identification and translation of effective, teacher-developed instructional procedures for general practice
    • Greenwood, C., R., Arreaga-Mayer, C., & Carta, J. J. (1994). Identification and translation of effective, teacher-developed instructional procedures for general practice. Remedial and Special Education, 15, 140-151.
    • (1994) Remedial and Special Education , vol.15 , pp. 140-151
    • Greenwood, C.R.1    Arreaga-Mayer, C.2    Carta, J.J.3
  • 14
    • 0001121831 scopus 로고
    • The behavior analyst consulting model: Identifying and validating naturally effective instructional procedures
    • Greenwood, C. R., Carta, J. J., Arreaga-Mayer, C., & Rager, A. (1991). The behavior analyst consulting model: Identifying and validating naturally effective instructional procedures. Journal of Behavioral Education, 1(4), 165-191.
    • (1991) Journal of Behavioral Education , vol.1 , Issue.4 , pp. 165-191
    • Greenwood, C.R.1    Carta, J.J.2    Arreaga-Mayer, C.3    Rager, A.4
  • 17
    • 0007864763 scopus 로고
    • Observational methods
    • A. S. Bellack, M. Hersen, & A. E. Kazdin Eds, New York: Plenum
    • Hartmann, D. P., & Woods, D. D. (1982). Observational methods. In A. S. Bellack, M. Hersen, & A. E. Kazdin (Eds.), International handbook of behavior therapy (pp. 109-138). New York: Plenum.
    • (1982) International handbook of behavior therapy , pp. 109-138
    • Hartmann, D.P.1    Woods, D.D.2
  • 19
    • 85039204200 scopus 로고    scopus 로고
    • Individuals With Disabilities Education Improvement Act of 2004, 20 U.S.C § 1400 et seq. (2004).
    • Individuals With Disabilities Education Improvement Act of 2004, 20 U.S.C § 1400 et seq. (2004).
  • 21
    • 18844427456 scopus 로고    scopus 로고
    • A collaborative approach to planning in the content areas for students with learning disabilities: Accessing the general curriculum
    • Jitendra, A. K., Edwards, L., Choutka, C. M., & Treadway, R S. (2002). A collaborative approach to planning in the content areas for students with learning disabilities: Accessing the general curriculum, Learning Disabilities Research and Practice, 17, 252-267.
    • (2002) Learning Disabilities Research and Practice , vol.17 , pp. 252-267
    • Jitendra, A.K.1    Edwards, L.2    Choutka, C.M.3    Treadway, R.S.4
  • 22
    • 0010971607 scopus 로고
    • Ecobehavioral assessment in classrooms serving children with autism and developmental disabilities
    • R. Prinz Ed, New York: Kingsley
    • Kamps, D., Greenwood, C. R., & Leonard, B. (1991). Ecobehavioral assessment in classrooms serving children with autism and developmental disabilities. In R. Prinz (Ed.), Advances in behavior assessment of children and families (pp. 203-239). New York: Kingsley.
    • (1991) Advances in behavior assessment of children and families , pp. 203-239
    • Kamps, D.1    Greenwood, C.R.2    Leonard, B.3
  • 23
    • 0000579775 scopus 로고
    • The use of ecobehavioral assessment to identify naturally occurring effective procedures in classrooms serving children with autism and other developmental disabilities
    • Kamps, D. M, Leonard, B. R., Dugan, E. P., Boland, B., & Greenwood, C R. (1991). The use of ecobehavioral assessment to identify naturally occurring effective procedures in classrooms serving children with autism and other developmental disabilities. Journal of Special Education, 1, 367-397.
    • (1991) Journal of Special Education , vol.1 , pp. 367-397
    • Kamps, D.M.1    Leonard, B.R.2    Dugan, E.P.3    Boland, B.4    Greenwood, C.R.5
  • 24
    • 33749681168 scopus 로고    scopus 로고
    • Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities
    • Lee, S. H., Amos, B. A., Gragoudas, S., Lee, Y., Shogren, K. A., Theoharis, R., et al. (2006). Curriculum augmentation and adaptation strategies to promote access to the general curriculum for students with intellectual and developmental disabilities. Education and Training in Developmental Disabilities, 41, 199-212.
    • (2006) Education and Training in Developmental Disabilities , vol.41 , pp. 199-212
    • Lee, S.H.1    Amos, B.A.2    Gragoudas, S.3    Lee, Y.4    Shogren, K.A.5    Theoharis, R.6
  • 25
    • 0000571718 scopus 로고    scopus 로고
    • Effects of instructional variables on engaged behavior of students with disabilities in general education classroom
    • Logan, K., Bakeman, R., & Keefe, E. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classroom. Exceptional Children, 64, 481-497.
    • (1997) Exceptional Children , vol.64 , pp. 481-497
    • Logan, K.1    Bakeman, R.2    Keefe, E.3
  • 26
    • 0031101717 scopus 로고    scopus 로고
    • A comparison of instructional context, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained elementary classrooms
    • Logan, K., & Keefe, E. (1997). A comparison of instructional context, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained elementary classrooms. Journal of the Association for Persons with Severe Disabilities, 22, 16-27.
    • (1997) Journal of the Association for Persons with Severe Disabilities , vol.22 , pp. 16-27
    • Logan, K.1    Keefe, E.2
  • 30
    • 0041075365 scopus 로고    scopus 로고
    • Curriculum matters: Raising expectations for students with disabilities
    • Pugach, M. C., & Warger, C L. (2001). Curriculum matters: Raising expectations for students with disabilities. Remedial and Special Education, 22, 194-196.
    • (2001) Remedial and Special Education , vol.22 , pp. 194-196
    • Pugach, M.C.1    Warger, C.L.2
  • 31
    • 85039241065 scopus 로고    scopus 로고
    • Raudenbush, S. W., &| Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
    • Raudenbush, S. W., &| Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Thousand Oaks, CA: Sage.
  • 32
    • 34548289694 scopus 로고    scopus 로고
    • Optimal design for longitudinal and multilevel research: Documentation for the "Optimal Design" software
    • Unpublished manuscript
    • Raudenbush, S. W., Spybrook, J., Liu, X., & Congdon, R. (2005). Optimal design for longitudinal and multilevel research: Documentation for the "Optimal Design" software. Unpublished manuscript.
    • (2005)
    • Raudenbush, S.W.1    Spybrook, J.2    Liu, X.3    Congdon, R.4
  • 33
    • 84872636119 scopus 로고
    • An approximate distribution of estimates of variance components
    • Satterthwaite, F. E. (1946). An approximate distribution of estimates of variance components. Biometric Bulletin, 2, 110-114.
    • (1946) Biometric Bulletin , vol.2 , pp. 110-114
    • Satterthwaite, F.E.1
  • 36
    • 0037354949 scopus 로고    scopus 로고
    • Instructing adolescents with learning disabilities: Converting a metaanalysis to practice
    • Swanson, H., & Deshler, D. (2003). Instructing adolescents with learning disabilities: Converting a metaanalysis to practice. Journal of Learning Disabilities, 36(2), 124-135.
    • (2003) Journal of Learning Disabilities , vol.36 , Issue.2 , pp. 124-135
    • Swanson, H.1    Deshler, D.2
  • 37
    • 0013315161 scopus 로고    scopus 로고
    • Instructing adolescents with learning disabilities: A component and composite analysis
    • Swanson, H., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research and Practice, 16, 109-119.
    • (2001) Learning Disabilities Research and Practice , vol.16 , pp. 109-119
    • Swanson, H.1    Hoskyn, M.2
  • 38
    • 0011037347 scopus 로고
    • What's "special" about the special education resource room for learning disabled students?
    • Thurlow, M., Ysseldyke, J., Graden, J., & Algozzine, B. (1983). What's "special" about the special education resource room for learning disabled students? Learning Disability Quarterly, 6, 283-288.
    • (1983) Learning Disability Quarterly , vol.6 , pp. 283-288
    • Thurlow, M.1    Ysseldyke, J.2    Graden, J.3    Algozzine, B.4
  • 40
    • 7044238162 scopus 로고    scopus 로고
    • Defining mental retardation and ensuring access to the general curriculum
    • Wehmeyer, M. L. (2003). Defining mental retardation and ensuring access to the general curriculum. Education and Training in Developmental Disabilities, 38, 270-281.
    • (2003) Education and Training in Developmental Disabilities , vol.38 , pp. 270-281
    • Wehmeyer, M.L.1
  • 42
    • 0141941572 scopus 로고    scopus 로고
    • Access to the general curriculum of middle school students with mental retardation: An observational study
    • Wehmeyer, M. L., Lattin, D., Lapp-Rincker, G., & Agran, M. (2003). Access to the general curriculum of middle school students with mental retardation: An observational study. Remedial and Special Education, 24(5), 262-272.
    • (2003) Remedial and Special Education , vol.24 , Issue.5 , pp. 262-272
    • Wehmeyer, M.L.1    Lattin, D.2    Lapp-Rincker, G.3    Agran, M.4


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.