01.08.2013 Views

Education and Training in Developmental Disabilities - Division on ...

Education and Training in Developmental Disabilities - Division on ...

Education and Training in Developmental Disabilities - Division on ...

SHOW MORE
SHOW LESS

You also want an ePaper? Increase the reach of your titles

YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.

goal sett<str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong> task performance of pers<strong>on</strong>s with<br />

mental retardati<strong>on</strong>. <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g><br />

Mental Retardati<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>,<br />

37, 40–54.<br />

Cush<str<strong>on</strong>g>in</str<strong>on</strong>g>g, L. S., Clark, N. M., Carter, E. W., &<br />

Kennedy, C. H. (2005). Access to the general<br />

educati<strong>on</strong> curriculum with significant cognitive<br />

disabilities. TEACHING Excepti<strong>on</strong>al Children,<br />

38(2), 6–13.<br />

Deno, S. L. (2003). Developments <str<strong>on</strong>g>in</str<strong>on</strong>g> curriculumbased<br />

measurement. The Journal of Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>,<br />

37, 184–192.<br />

Edgem<strong>on</strong>, E. A., Jabl<strong>on</strong>ski, B. R., & Lloyd, J. W.<br />

(2006). Large-scale assessments: A teacher’s<br />

guide to mak<str<strong>on</strong>g>in</str<strong>on</strong>g>g decisi<strong>on</strong>s about accommodati<strong>on</strong>s.<br />

TEACHING Excepti<strong>on</strong>al Children, 38(3),<br />

6–11.<br />

Etschedit, S. K. (2006). Progress m<strong>on</strong>itor<str<strong>on</strong>g>in</str<strong>on</strong>g>g: Legal<br />

issues <str<strong>on</strong>g>and</str<strong>on</strong>g> recommendati<strong>on</strong>s for IEP team. Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

Excepti<strong>on</strong>al Children, 38(3), 56–60.<br />

F<str<strong>on</strong>g>in</str<strong>on</strong>g>s<strong>on</strong>, K. E., & Ormsbee, C. K. (1998). Rubrics <str<strong>on</strong>g>and</str<strong>on</strong>g><br />

their use <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>clusive science. Interventi<strong>on</strong> <str<strong>on</strong>g>in</str<strong>on</strong>g> School<br />

<str<strong>on</strong>g>and</str<strong>on</strong>g> Cl<str<strong>on</strong>g>in</str<strong>on</strong>g>ic, 34, 79–88.<br />

Fisher, D., & Frey, N. (2001). Access to core curriculum:<br />

Critical <str<strong>on</strong>g>in</str<strong>on</strong>g>gredients for student success. Remedial<br />

<str<strong>on</strong>g>and</str<strong>on</strong>g> Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>, 22, 148–157.<br />

Fuchs, L. A., & Fuchs, D. (1996). Comb<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g performance<br />

assessment <str<strong>on</strong>g>and</str<strong>on</strong>g> curriculum-based measurement<br />

to strengthen <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al plann<str<strong>on</strong>g>in</str<strong>on</strong>g>g.<br />

Learn<str<strong>on</strong>g>in</str<strong>on</strong>g>g <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g> Research <str<strong>on</strong>g>and</str<strong>on</strong>g> Practice, 11, 183–<br />

192.<br />

Glatthorn, A. A., Braqaw, D., Dawk<str<strong>on</strong>g>in</str<strong>on</strong>g>s, K., & Parker,<br />

J. (1998). Performance assessment <str<strong>on</strong>g>and</str<strong>on</strong>g> st<str<strong>on</strong>g>and</str<strong>on</strong>g>ardsbased<br />

curricula: The achievement cycle. N.Y.: Eye On<br />

<str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>, Inc.<br />

Goodrich, H. (1996). Student self-assessment: At the<br />

<str<strong>on</strong>g>in</str<strong>on</strong>g>tersecti<strong>on</strong> of metacogniti<strong>on</strong> <str<strong>on</strong>g>and</str<strong>on</strong>g> authentic assessment.<br />

Unpublished doctoral dissertati<strong>on</strong>, Harvard University,<br />

Cambridge, MA.<br />

Grossi, T. A., & Heward, W. L. (1998). Us<str<strong>on</strong>g>in</str<strong>on</strong>g>g selfevaluati<strong>on</strong><br />

to improve the work productivity of<br />

tra<str<strong>on</strong>g>in</str<strong>on</strong>g>ees <str<strong>on</strong>g>in</str<strong>on</strong>g> a community-based restaurant tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

program. <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> <str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Tra<str<strong>on</strong>g>in</str<strong>on</strong>g><str<strong>on</strong>g>in</str<strong>on</strong>g>g</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g> Mental Retardati<strong>on</strong><br />

<str<strong>on</strong>g>and</str<strong>on</strong>g> <str<strong>on</strong>g>Developmental</str<strong>on</strong>g> <str<strong>on</strong>g>Disabilities</str<strong>on</strong>g>, 33, 246–261.<br />

Han, J., & Lee, Y. (2004). Applicati<strong>on</strong> of studentcentered<br />

rubric <str<strong>on</strong>g>in</str<strong>on</strong>g> performance assessment of<br />

technology class. Korean Journal of Vocati<strong>on</strong>al <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>,<br />

23, 99–121.<br />

Han, S., & Park, H. (2004). Development of assessment<br />

tool for students with sensory impairments<br />

<str<strong>on</strong>g>and</str<strong>on</strong>g> <strong>on</strong>-l<str<strong>on</strong>g>in</str<strong>on</strong>g>e system for related professi<strong>on</strong>als. Korean<br />

Journal of Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>. 38, 433–458.<br />

Hall, E. W., & Salm<strong>on</strong>, S. J. (2003). Chocolate cookies<br />

<str<strong>on</strong>g>and</str<strong>on</strong>g> rubrics: Help<str<strong>on</strong>g>in</str<strong>on</strong>g>g students underst<str<strong>on</strong>g>and</str<strong>on</strong>g> rubrics<br />

<str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>clusive sett<str<strong>on</strong>g>in</str<strong>on</strong>g>gs. TEACHING Excepti<strong>on</strong>al<br />

Children, 35(4), 8–11.<br />

Hoover, J. J., & Patt<strong>on</strong>, J. R. (2004). Differentiat<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

st<str<strong>on</strong>g>and</str<strong>on</strong>g>ards-based educati<strong>on</strong> for students with di-<br />

verse needs. Remedial <str<strong>on</strong>g>and</str<strong>on</strong>g> Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>, 25,<br />

74–78.<br />

James, L. A., Abbott, M., & Greenwood, C. R.<br />

(2001). How Adam become a writer: W<str<strong>on</strong>g>in</str<strong>on</strong>g>n<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

writ<str<strong>on</strong>g>in</str<strong>on</strong>g>g strategies for low-achiev<str<strong>on</strong>g>in</str<strong>on</strong>g>g students.<br />

TEACHING Excepti<strong>on</strong>al Children, 33(3), 33–37.<br />

Kim, E., Kw<strong>on</strong>, T., Kim, J., & Park, H. (2003). Analysis<br />

<strong>on</strong> current situati<strong>on</strong> of adm<str<strong>on</strong>g>in</str<strong>on</strong>g>istrat<str<strong>on</strong>g>in</str<strong>on</strong>g>g self-c<strong>on</strong>ta<str<strong>on</strong>g>in</str<strong>on</strong>g>ed<br />

class <str<strong>on</strong>g>and</str<strong>on</strong>g> resource room. Ansan, Ky<strong>on</strong>ki-do:<br />

Korea Nati<strong>on</strong>al Institute of Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>.<br />

Kim, S., & Kim, Y. (2004). Assessment of writ<str<strong>on</strong>g>in</str<strong>on</strong>g>g of<br />

students with hear<str<strong>on</strong>g>in</str<strong>on</strong>g>g impairment utiliz<str<strong>on</strong>g>in</str<strong>on</strong>g>g CBM.<br />

Korean Journal of Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>. 39(1), 97–120.<br />

K<str<strong>on</strong>g>in</str<strong>on</strong>g>g-Sears, M. E., & Carpenter, S. L. (1997). Teach<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

self-management to elementary students with developmental<br />

disabilities. Wash<str<strong>on</strong>g>in</str<strong>on</strong>g>gt<strong>on</strong>, DC: American<br />

Associati<strong>on</strong> <strong>on</strong> Mental Retardati<strong>on</strong>.<br />

Kle<str<strong>on</strong>g>in</str<strong>on</strong>g>ert, H. L., & Thurlow, M. L. (2001). An <str<strong>on</strong>g>in</str<strong>on</strong>g>troducti<strong>on</strong><br />

to alternate assessment. In H. L. Kle<str<strong>on</strong>g>in</str<strong>on</strong>g>ert<br />

& J. F. Kearns (Eds.), Alternate assessment: Measur<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

outcomes <str<strong>on</strong>g>and</str<strong>on</strong>g> supports for students with disabilities<br />

(pp. 1–12). Baltimore: Paul H. Brookes.<br />

Kl<str<strong>on</strong>g>in</str<strong>on</strong>g>ger, J. K., & Vaughn, S. (1999). Students’ percepti<strong>on</strong>s<br />

of <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong> <str<strong>on</strong>g>in</str<strong>on</strong>g> <str<strong>on</strong>g>in</str<strong>on</strong>g>clusive classrooms:<br />

Implicati<strong>on</strong>s for students with learn<str<strong>on</strong>g>in</str<strong>on</strong>g>g disabilities.<br />

Excepti<strong>on</strong>al Children, 66, 23–37.<br />

Korea Nati<strong>on</strong>al Institute of Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g><br />

(2007). Current situati<strong>on</strong> of students with special<br />

needs. Ansan, Ky<strong>on</strong>gi-do.<br />

Kwak, K., Park, H, & Kim, C. (2001). Korean-Wechsler<br />

Intelligence Scale for Children III. Seoul: Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g><br />

Press.<br />

Lee, M. (2004). Analysis of the guidel<str<strong>on</strong>g>in</str<strong>on</strong>g>es for evaluati<strong>on</strong><br />

<str<strong>on</strong>g>in</str<strong>on</strong>g> the 7 th Nati<strong>on</strong>al Curriculum for students<br />

<str<strong>on</strong>g>in</str<strong>on</strong>g> elementary grades. Korean Journal of Elementary<br />

<str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>. 17, 207–225.<br />

Lee, S. (2004). Effects of social <str<strong>on</strong>g>in</str<strong>on</strong>g>teracti<strong>on</strong> activity to<br />

enhance social Inclusi<strong>on</strong> for young children with<br />

disabilities <strong>on</strong> social behaviors of typical young<br />

children. Korean Journal of <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g> for Young Children.<br />

24, 159–179.<br />

Lee, E., & Lee, S. (2006). The effects of <str<strong>on</strong>g>in</str<strong>on</strong>g>structi<strong>on</strong>al<br />

rubrics <strong>on</strong> class engagement behaviors of<br />

students with mental retardati<strong>on</strong>. Korean Journal of<br />

Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>. 13, 67–90.<br />

Loeffler, K. A. (2005). No more Friday spell<str<strong>on</strong>g>in</str<strong>on</strong>g>g<br />

tests?: An alternative spell<str<strong>on</strong>g>in</str<strong>on</strong>g>g assessment for students<br />

with learn<str<strong>on</strong>g>in</str<strong>on</strong>g>g disabilities. TEACHING Excepti<strong>on</strong>al<br />

Children, 37(4), 24–27.<br />

McD<strong>on</strong>nell, L. M., McLaughl<str<strong>on</strong>g>in</str<strong>on</strong>g>, M. J., & Morris<strong>on</strong>,<br />

P. (1997). Educat<str<strong>on</strong>g>in</str<strong>on</strong>g>g <strong>on</strong>e <str<strong>on</strong>g>and</str<strong>on</strong>g> all: Students with disabilities<br />

<str<strong>on</strong>g>and</str<strong>on</strong>g> st<str<strong>on</strong>g>and</str<strong>on</strong>g>ards-based reform. Wash<str<strong>on</strong>g>in</str<strong>on</strong>g>gt<strong>on</strong>,<br />

DC: Nati<strong>on</strong>al Academy Press.<br />

McGuire, J. M., Scott, S. S., & Shaw, S. F. (2006).<br />

Universal design <str<strong>on</strong>g>and</str<strong>on</strong>g> its applicati<strong>on</strong>s <str<strong>on</strong>g>in</str<strong>on</strong>g> educati<strong>on</strong>al<br />

envir<strong>on</strong>ment. Remedial <str<strong>on</strong>g>and</str<strong>on</strong>g> Special <str<strong>on</strong>g>Educati<strong>on</strong></str<strong>on</strong>g>,<br />

27, 166–175.<br />

Nolet, V., & McLaughl<str<strong>on</strong>g>in</str<strong>on</strong>g>, M. J. (2000). Access<str<strong>on</strong>g>in</str<strong>on</strong>g>g the<br />

Effects of Instructi<strong>on</strong>al Rubrics / 407

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!