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Books

Brown, C. (1990). My left foot. London: Vintage Books.

Butler, D. L., Schnellert, L., & Perry, N. E. (2016). Developing self-regulating learners.

Don Mills, ON: Pearson.

Brownlie, F., Feniak, C., & Schnellert, L. (2006). Student diversity: Classroom strategies

to meet the learning needs of all students. Pembroke Publishers Limited.

Brownlie, F., & King, J. (2011). Learning in safe schools. Markham, ON: Pembroke

Publishers Limited.

Brownlie, F., & Schnellert, L. (2009). It's All about thinking: Collaborating to support all

learners - in english, social Studies, and humanities. Portage & Main Press.

Brownlie, F., Fullerton, C., & Schnellert, L. (2011) It’s all about thinking: Collaborating

to support all learners - in mathematics and science. Winnipeg, MB: Portage &

Main Press.

Brownlie, F., & Schnellert, L. (2015). It's all about thinking: Creating pathways for all

learners - in the middle years. Portage & Main Press.

Fleischmann, A. (2012). Carly's voice: Breaking through autism. Toronto, ON: Simon

and Schuster.

Higashida, N. (2013). The reason I jump: The inner voice of a thirteen-year-old boy with

autism. Toronto, ON: Random House.

Katz, J. (2018). Ensouling our schools: A universally designed framework for mental

health, well-Being, and reconciliation. Portage & Main Press.

Katz, J. (2013). Resource teachers: A changing role in the three-block model of universal

design for learning. Portage & Main Press.


Katz, J. (2012). Teaching to diversity: The three-block model of universal design for

learning. Portage & Main Press.

Kluth, P. (2010). You're going to love this kid!. Paul H Brooks.

Leach, D. (2010). Bringing ABA into your inclusive classroom: A guide to improving

outcomes for students with autism spectrum disorders. Brookes Publishing

Company: Baltimore, MD.


Empirical Studies

Agran, M., Sinclair, T., Alper, S., Cavin, M., Wehmeyer, M., & Hughes, C. (2005).

Using self-monitoring to increase following-direction skills of students with

moderate to severe disabilities in general education. Education and Training in

developmental disabilities, 40(1), 3-13.

Agran, M., Wehmeyer, M., Cavin, M., & Palmer, S. (2010). Promoting active

engagement in the general education classroom and access to the general education

curriculum for students with cognitive disabilities. Education and Training in

Autism and Developmental Disabilities, 45(2), 163-174.

Asaro-Saddler, K., & Saddler, B. (2010). Planning instruction and self-regulation

training: Effects on writers with autism spectrum disorders. Exceptional

Children, 77(1), 107-124.

Ault, M. J., & Griffen, A. K. (2013). Teaching with the system of least prompts: An easy

method for monitoring progress. Teaching Exceptional Children, 45(3), 46-53.

Ayres, K. M., Mechling, L., & Sansosti, F. J. (2013). The use of mobile technologies to

assist with life skills/independence of students with moderate/severe intellectual

disability and/or autism spectrum disorders: Considerations for the future of school

psychology. Psychology in the Schools, 50(3), 259-271.

Bayes, D. A., Heath, A. K., Williams, C., & Ganz, J. B. (2013). Pardon the interruption:

Enhancing communication skills for students with intellectual disability. Teaching

Exceptional Children, 45(3), 64-70.


Brosh, C. R., Root, J. R., Saunders, A. F., Spooner, F., & Fisher, L. B. (2018).

Embedding literacy in mathematics problem solving instruction for learners with

intellectual and developmental disability. Inclusion, 6(2), 81-96.

Clouse, D. E., & Bauer, A. M. (2016). Doing it mySELF: A protocol supporting young

adults in managing their behavior. TEACHING Exceptional Children, 49(1), 49-57.

Cohen, A., & Demchak, M. (2018). Use of visual supports to increase task independence

in students with severe disabilities in inclusive educational settings. Education and

Training in Autism and Developmental Disabilities, 53(1), 84-99.

Edwards, C. C., & Da Fonte, Al. (2010). The 5-point plan: Fostering successful

partnership with families of students with disabilities. Teaching Exceptional

Children, 44(3), 6-13.

Heinrich, S., Knight, V., Collins, B. C., & Spriggs, A. D. (2016). Embedded

simultaneous prompting procedure to teach STEM content to high school students

with moderate disabilities in an inclusive setting. Education and Training in Autism

and Developmental Disabilities, 51(1), 41-54.

Hughes, C., Cosgriff, J. C., Agran, M., & Washington, B. H. (2013). Student self-

determination: A preliminary investigation of the role of participation in inclusive

settings. Education and Training in Autism and Developmental Disabilities, 48(1),

3-17.

Jameson, J. M., Walker, R., Utley, K., & Maughan, R. (2012). A comparison of

embedded total task instruction in teaching behavioral chains to massed one-on-one

instruction for students with intellectual disabilities: Accessing general education

settings and core academic content. Behavior modification, 36(3), 320-340.


Jimenez, B. A., Browder, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry

science using peer-mediated embedded instruction for students with moderate

intellectual disability. Exceptional Children, 78(3), 301-317.

Jimenez, B. A., & Kemmery, M. (2013). Building the early numeracy skills of students

with moderate intellectual disability. Education and Training in Autism and

Developmental Disabilities, 48(4), 479-490.

Johnson, J. W., & McDonnell, J. (2004). An exploratory study of the implementation of

embedded instruction by general educators with students with developmental

disabilities. Education and Treatment of Children, 27(1), 46-63.

Johnson, J. W., McDonnell, J., Holzwarth, V. N., & Hunter, K. (2004). The efficacy of

embedded instruction for students with developmental disabilities enrolled in

general education classes. Journal of Positive Behavior Interventions, 6(4), 214-

227.

Koyama, T., & Wang, H. T. (2011). Use of activity schedule to promote independent

performance of individuals with autism and other intellectual disabilities: A

review. Research in developmental disabilities, 32(6), 2235-2242.

Kunc, N. (1992). The need to belong: rediscovering Maslow’s hierarchy of needs. In R.

Villa, J. Thousand, W Stainback, & S. Stainback (Eds.), Restructuring for caring

and effective education. Baltimore, MD: Paul H. Brookes. Retrieved

from http://www.broadreachtraining.com/articles/armaslow.htm

Kurth, J. A., Lyon, K. J., & Shogren, K. A. (2015). Supporting students with severe

disabilities in inclusive schools: A descriptive account from schools implementing


inclusive practices. Research and Practice for Persons with Severe

Disabilities, 40(4), 261-274.

Leko, M. M. (2015). To adapt or not to adapt: Navigating an implementation

conundrum. Teaching Exceptional Children, 48(2), 80-85.

Lowrey, K. A., Hollingshead, A., & Howery, K. (2017). A closer look: Examining

teachers' language around UDL, inclusive classrooms, and intellectual

disability. Intellectual and developmental disabilities, 55(1), 15-24.

Lowrey, K. A., Hollingshead, A., Howery, K., & Bishop, J. B. (2017). More than one

way: Stories of UDL and inclusive classrooms. Research and Practice for

Persons with Severe Disabilities, 42(4), 225-242.

Marks, S. U. (2008). Self-determination for students with intellectual disabilities and why

I want educators to know what it means. Phi Delta Kappan, 90(1), 55-58.

Ok, M. W., Rao, K., Bryant, B. R., & McDougall, D. (2017). Universal design for

learning in pre-K to grade 12 classrooms: A systematic review of

research. Exceptionality, 25(2), 116-138.

Olivos, E. M., Gallagher, R. J., & Aguilar, J. (2010). Fostering collaboration with

culturally and linguistically diverse families of children with moderate to severe

disabilities. Journal of Educational and Psychological Consultation, 20(1), 28-40.

Palmer, S. B., Wehmeyer, M. L., Gipson, K., & Agran, M. (2004). Promoting access to

the general curriculum by teaching self-determination skills. Exceptional

Children, 70(4), 427-439.


Rao, K., Smith, S. J., & Lowrey, K. A. (2017). UDL and intellectual disability: What do

we know and where do we go?. Intellectual and developmental disabilities, 55(1),

37-47.

Smith, S. J., & Lowrey, K. A. (2017). Applying the universal design for learning

framework for individuals with intellectual disability: The future must be

now. Intellectual and developmental disabilities, 55(1), 48-51.

Smith, T. (2001). Discrete trial training in the treatment of autism. Focus on autism and

other developmental disabilities, 16(2), 86-92.

Vlachou, A., & Stavroussi, P. (2016). Promoting social inclusion: a structured

intervention for enhancing interpersonal problem‐ solving skills in children with

mild intellectual disabilities. Support for Learning, 31(1), 27-45.