Reconciling an Ecological Curricular Framwork Focusing on Quality ...

(Eds.), H<strong>an</strong>dbook of developmental disabilities (pp. 469-527).
New York: The Gilford Press.
Dymond, S. K., & Orelove, E P (2001). What constitutes effective
curricula for students with severe disabilities? Exceptionality,
9, 109-122.
Dymond, S. K., Renzaglia, A., Gilson, C L., & Slagor, M. T.
(2007). Defining access to the general curriculum for high
school students with signific<strong>an</strong>t cognitive disabilities. Research
<strong>an</strong>d Practice for Persons with Severe Disabilities, 32, 1-15.
Dymond, S. K., Renzaglia, A., Rosenstein, A., Chun, E. J.,
B<strong>an</strong>ks, R. A., Nisw<strong>an</strong>der, V., et al. (2006). Using participatory
action research approach to create a universally designed
inclusive high school science course: A case study.
Research <strong>an</strong>d Practice for Persons with Severe Disabilities,
31, 293-308.
Falvey, M., Forest, M., Pearpoint, J., & Rosenberg, R. (1997). Alt
my life's a circle. Using the tools: Circles, i\ÍAPS, <strong>an</strong>d PATHS.
Toronto, Ontario: Inclusion Press.
Fisher, D, & Frey, N. (2001). Access to the core curriculum:
Critical ingredients for student success. Remedial <strong>an</strong>d Special
Education, 22, 148-157.
Ford, A., Davern, L., & Schnorr, R. (2001). Learners with signific<strong>an</strong>t
disabilities: <strong>Curricular</strong> relev<strong>an</strong>ce in <strong>an</strong> era of st<strong>an</strong>dardsbased
reform. Remédiât <strong>an</strong>d Special Education, 22, 214-222.
Ford, A., Schnorr, R., Meyer, L., Davern, L., Black, J., &
Dempsey, P. (1989). The Syracuse community-referenced curriculum
guide for students with moderate <strong>an</strong>d severe disabilities.
Baltimore: Paul H. Brookes.
Gi<strong>an</strong>greco, M. E, Cloninger, C J., & Iverson, V. S. (1998). Choosing
options <strong>an</strong>d accommodations for chitaren (COACH): A guide
to educational pl<strong>an</strong>ning for student with disabilities (2nd ed.).
Baltimore: Paul H. Brookes.
Gi<strong>an</strong>greco, M. E, & Putnam, J. W. (1991). Supporting the education
of students with severe disabilities in regular education
environments. In L. H. Meyer, C. A. Peck, & L. Brown
(Eds.), Critical issues in the lives of people with severe disabilities
(pp. 245-270). Baltimore: Paul H. Brookes.
Halvorsen, A. T., & Neary, T. (2009). Building inclusive schools:
Tools <strong>an</strong>d strategies for success (2nd ed.). Upper Saddle River,
NJ: Pearson.
Homer, R. H., Albin, R. W., Todd, A. W., Newton, J. S., &
Sprague, J. R. (2011). Designing <strong>an</strong>d implementing individualized
positive behavior support. In M. E. Snell & F. Brown
(Eds.), Instruction of students with severe disabilities (7th ed.,
pp. 257-303). Baltimore: Paul H. Brookes.
Homer, R. H., McDonnell, J., & Bellamy, G. T. (1986). Efficient
instruction of generalized behaviors: General case programming
in simulation <strong>an</strong>d community settings. In R. H.
Homer, L. H. Meyer, & H. D. Fredericks (Eds.), Educating
learners with severe h<strong>an</strong>dicaps: Exemplary service strategies
(pp. 289-314). Baltimore: Paul H. Brookes.
Hunt, P, & McDonnell, J. (2007). Inclusive education. In S. L.
Odom, R. H. Homer, M. Snell, & J. Blacher (Eds.), H<strong>an</strong>dbook
on developmental disabilities (pp. 269-291). New York:
Guilford Press.
Hunt, P, Soto, G, Maier, J., & Doering, K. (2003). CoUaborative
teaming to support students at risk <strong>an</strong>d students with severe
disabilities in general education classrooms. Exceptional Children,
69, 315-332.
Hunt, P, Staub, D., Alwell, M., & Goetz, L. (1994). Achievement
by all students within the context of learning groups.
The Journal of the Association for Persons With Severe H<strong>an</strong>dicaps,
19, 290-301.
Jimenez, B. A., Browder, D. M., & Courtade, G. R. (2008).
Teaching <strong>an</strong> algebraic equation to high school students with
moderate developmental disabilities. Education <strong>an</strong>d Training
in Developmental Disabilities, 43, 266-274.
Kamps, D. M., Barbetta, P M., Leonard, B. R., & Delquardri, J.
(1994). Classwide peer tutoring: An integration strategy to
<strong>Ecological</strong> <strong>Curricular</strong> Framework <strong>an</strong>d Academic Goals 151
improve reading skills <strong>an</strong>d promote peer interactions among
students with autism <strong>an</strong>d general education peers. Journal of
Applied Behavior Analysis, 27, 49-62.
Kleinert, H. L., & Thurlow, M. L. (2001). An introduction
to alternate assessment. In H. L. Kleinert & J. F. Keams
(Eds.), Alternate assessment: Measuring outcomes <strong>an</strong>d supports
for students with disabilities (pp. 1-15). Baltimore: Paul
H. Brookes.
Kohl, F L., McLaughUn, M. J., & Nagle, K. (2006). Altemate
achievement st<strong>an</strong>dards <strong>an</strong>d assessments: A descriptive investigation
of 16 states. Exceptional Children, 73,107-122.
Lowrey, K. A., Drasgow, E., Renzaglia, A., & Chez<strong>an</strong>, L.
(2007). Impact of altemate assessments on curricula for students
with severe disabilities: Purpose driven or process driven.
Assessment for Effective Intervention, 32, 244-253.
McDonnell, J. (2010). Curriculum. In J. McDonnell & M. L.
Hardm<strong>an</strong> (Eds.), Successful tr<strong>an</strong>sition programs: Pathways
for students with intellectual <strong>an</strong>d developmental disabilities
(pp. 63-80). Thous<strong>an</strong>d Oaks, CA: Sage Publishing.
McDonnell, J., & Hardm<strong>an</strong>, M. L. (2010). Successful tr<strong>an</strong>sition
programs: Pathways for students with intellectual <strong>an</strong>d developmental
disabilities. Thous<strong>an</strong>d Oaks, CA: Sage Publishing.
McDonnell, I, Johnson, J. W., & McQuivey, C. (2008). Embedded
instruction for students with developmental disabilities
in general education classes. Alex<strong>an</strong>dria, VA: Division of Developmental
Disabilities, Council for Exceptional Children.
McDonnell, J., Johnson, J. W., Polychronis, S., & Riesen, T.
(2002). The effects of embedded instruction on students with
moderate disabilities enrolled in general education classes.
Education <strong>an</strong>d Training in Mental Retardation <strong>an</strong>d Developmental
Disabilities, 37, 363-377.
McDonnell, J., Johnson, J. W., Polychronis, S., Riesen, T.,
Jameson, J. M., & Kercher, K. (2006). A comparison of oneto-one
embedded instmction in general education classes with
small group instruction in special education classes. Education
<strong>an</strong>d Training in Developmental Disabilities, 41,125-138.
McDonnell, J., Thorson, R, Allen, C, & Mathematicsot-
Buckner, C. (2000). The effects of partner leaming during
spelling for students with severe disabilities <strong>an</strong>d their peers.
Journal of Behavioral Education, 10,107-122.
McGregor, G. (2003). St<strong>an</strong>dards-based reform <strong>an</strong>d students
with disabilities. In D. L. Ryndak & S. Alper (Eds.), Curriculum
<strong>an</strong>d instruction for students with signific<strong>an</strong>t disabilities
in inclusive settings (pp. 32-50). Upper Saddle River, NJ: AUyn
& Bacon.
McLaughlin, M. I, & Tilstone, C. (2000). St<strong>an</strong>dards <strong>an</strong>d curriculum.
The core of educational reform. In M. Rouse & M. J.
McLaughlin (Eds.), Special education <strong>an</strong>d school reform in
the united States <strong>an</strong>d Britain (pp. 38-^5). London: Routledge.
Mirenda, P. (2005). Augmentative <strong>an</strong>d altemative communication
techniques. In J. E Downing (Ed.), Teaching communication
skills to students with severe disabilities (2nd ed.).
Baltimore: Paul H. Brookes.
Mortier, K., Hunt, P, Desimpel, L., & V<strong>an</strong> Hove, G. (2009).
With parents at the table: Creating supports for children with
disabilities in general education classrooms. Europe<strong>an</strong> Journal
of Special Needs Education, 24, 337-354.
Mount, B., & Zwernick, K. (1988). It's never too early, it's
never too late: An overview of personal futures pl<strong>an</strong>ning.
St. Paul, MN: Govemor's Platining Council on Developmental
Disabilities.
National Govemors Association Center for Best Practices &
the Council of Chief State School Officers. (2011). Common
core st<strong>an</strong>dards for English l<strong>an</strong>guage arts. Retrieved from
http://www.corest<strong>an</strong>dards.org/the-st<strong>an</strong>dards.
National Reading P<strong>an</strong>el (NRP). (2000). Report of the National
Reading P<strong>an</strong>el: Teaching children to read. Reports of the subgroups
(NIH Publication 00-4654). Washington, DC: National
Institute of Child Health <strong>an</strong>d Hum<strong>an</strong> Development.