The following articles may be used for this course:

Bouch, E.C., Shurr, J., & Park, J. (2020). Virtual manipulative-based intervention package to teach multiplication and division to secondary students with developmental disabilities. Focus on Autism and Other Developmental Disabilities, 35(4), 195-207. https://doi.org/10.1177/1088357620943499

Capin, P., Cho, E., Miciak, J., Roberts, G. & Vaughn, S. (2021). Examining the reading and cognitive profiles of students with significant reading comprehension difficulties. Learning Disabilities Quarterly, 44(3), 183-196. https://doi.org/10.1177/0731948721989973

Cook, B. (2001). A comparison of teacher’s attitudes toward their included students with mild and severe disabilities. Journal of Special Education, 34(4), 203-213. https://doi.org/10.1177/002246690103400403

Fuchs, D., Fuchs, L. S., & Stecker, P.M. (2010). The “blurring” of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), 301-323. https://doi.org/10.1177/001440291007600304

Hamrick, J., Cerda, M., & O’Toole, C. (2021). Educator knowledge and preparedness for educating students with autism in public schools. Focus on Autism and Other Developmental Disabilities, 36(4), 213-223. https://doi.org/10.1177/1088357621989310

Harry, B., & Klingner, J. (2007). Discarding the deficit model. Educational Leadership, 64(5), 16-21.

Jenkins, J., & Terjeson, K.J. (2011). Monitoring reading growth: Goal setting, measurement frequency, and methods of evaluation. Learning Disabilities Research & Practice, 26(1), 28-35. https://doi.org/10.1111/j.1540-5826.2010.00322.x

Knight, V.F., Wood, L., & McKissick, B.R. (2020). Teaching science content and practices to students with intellectual disability and autism. Remedial and Special Education, 41(6), 327-3240. https://doi.org/10.1177/0741932519843998

Lauterbach, A.A., Brownell, M.T., & Bettini, E.A. (2020). Expert secondary content-area teachers’ pedagogical schemas for teaching literacy to students with learning disabilities. Learning Disability Quarterly, 43(4), 227-240. https://doi.org/10.1177/073`9448710864417

Samudre, M.D., LeJeune, L.M., & Ascetta, K.E. (2022). A systematic review of general educator behavior management training. Journal of Positive Behavior Interventions, 24(1), 69-84. https://doi.org/10.1177/10983007211020784

Skiba, R. Simmons, A., Ritter, S., Rausch, M. Caudrado, J., & Chung, C. (2008). Achieving equity in special education: History, status, and current challenges. Exceptional Children, 74(3), 244-288. https://doi.org/10/1177/001440290807400301

Steinle, P.K., Stevens, E., & Vaughn, S. (2022). Fluency interventions for struggling readers in grades 6-12: A research synthesis. Journal of Learning Disabilities, 55(1), 3-21. https://doi.org/10.1177/0022219421991249

Zoromski, A., Evans, S.W., Owens, J.S. (2021). Middle school teachers’ perceptions and use of classroom management strategies and associations with student behavior. Journal of Emotional and Behavioral Disorders, 29(4), 199-212. https://doi.org/10,1177/1063426620957624