Citations (48)
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Corinne Catalano, Helenrose Fives & Nicole Barnes. (2023) Developing and validating the teacher self-efficacy for teaching students with autism spectrum disorder in inclusive early childhood classrooms. Journal of Early Childhood Teacher Education 44:3, pages 598-621.
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Émilie Rajotte, Marie Grandisson, Christine Hamel, Mélanie M. Couture, Chantal Desmarais, Maude Gravel & Myriam Chrétien-Vincent. (2023) Inclusion of autistic students: promising modalities for supporting a school team. Disability and Rehabilitation 45:7, pages 1258-1268.
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Valerie Karr, Anne Hayes & Samuel Hayford. (2022) Inclusion of Children with Learning Difficulties in Literacy and Numeracy in Ghana: A Literature Review. International Journal of Disability, Development and Education 69:5, pages 1522-1536.
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Corinne Gaffney Catalano, Helenrose Fives, Eileen McKeating & Nicole Barnes. (2022) Preservice early childhood teachers’ sense of efficacy for teaching children with autism spectrum disorder. Journal of Early Childhood Teacher Education 43:2, pages 167-193.
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Haris Memisevic, Alma Dizdarevic, Amila Mujezinovic & Mirjana Djordjevic. (2021) Factors affecting teachers' attitudes towards inclusion of students with autism spectrum disorder in Bosnia and Herzegovina. International Journal of Inclusive Education 0:0, pages 1-17.
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Julia Gigante & Linda Gilmore. (2020) Australian preservice teachers’ attitudes and perceived efficacy for teaching in inclusive classrooms. International Journal of Inclusive Education 24:14, pages 1568-1577.
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Philip Garner, Jane Murray, David Preece, Richard Rose & Yu Zhao. (2020) Knowledge, attitudes and practices to children with disabilities in Bhutan: a contextualized literature review. Early Child Development and Care 190:12, pages 1887-1903.
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Susheel Joginder Singh, Zhi Zhi Diong & Rahayu Mustaffa Kamal. (2020) Malaysian teachers’ experience using augmentative and alternative communication with students. Augmentative and Alternative Communication 36:2, pages 107-117.
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Christine K. Syriopoulou-Delli & Stavroula A. Polychronopoulou. (2019) Organization and management of the ways in which teachers and parents with children with ASD communicate and collaborate with each other. International Journal of Developmental Disabilities 65:1, pages 31-48.
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Cynthia Donato, Elizabeth Spencer & Michael Arthur-Kelly. (2018) A critical synthesis of barriers and facilitators to the use of AAC by children with autism spectrum disorder and their communication partners. Augmentative and Alternative Communication 34:3, pages 242-253.
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Yun-Ching Chung & Julia B. Stoner. (2016) A meta-synthesis of team members’ voices: what we need and what we do to support students who use AAC. Augmentative and Alternative Communication 32:3, pages 175-186.
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Dimitrios C. Cassimos, Stavroula A. Polychronopoulou, Grigorios I. Tripsianis & Christine K. Syriopoulou-Delli. (2015) Views and attitudes of teachers on the educational integration of students with autism spectrum disorders. Developmental Neurorehabilitation 18:4, pages 241-251.
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Janice Light & David Mcnaughton. (2015) Designing AAC Research and Intervention to Improve Outcomes for Individuals with Complex Communication Needs. Augmentative and Alternative Communication 31:2, pages 85-96.
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Pat Mirenda. (2014) Revisiting the Mosaic of Supports Required for Including People with Severe Intellectual or Developmental Disabilities in their Communities. Augmentative and Alternative Communication 30:1, pages 19-27.
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Sally Lindsay, Meghann Proulx, Helen Scott & Nicole Thomson. (2014) Exploring teachers' strategies for including children with autism spectrum disorder in mainstream classrooms. International Journal of Inclusive Education 18:2, pages 101-122.
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Janice Light & David McNaughton. (2012) The Changing Face of Augmentative and Alternative Communication: Past, Present, and Future Challenges. Augmentative and Alternative Communication 28:4, pages 197-204.
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Articles from other publishers (32)
Emily D. Quinn, Kristi Atkins & Alexandria Cook. (2023) Exploring Classroom Factors and Augmentative and Alternative Communication Use in Qualitative Interviews. American Journal of Speech-Language Pathology 32:5, pages 2158-2177.
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Emrah BİLGİÇ & Emine Sema BATU. (2023) The Effect of Instructional Adaptations Training within Inclusive Practices on Classroom Teachers' Opinions about the Importance of Instructional AdaptationsKaynaştırma Uygulamalarında Gerçekleştirilebilecek Uyarlamalar Eğitiminin Sınıf Öğretmenlerinin Uyarlamaların Önemine İlişkin Görüşlerine Etkisi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi 24:3, pages 401-418.
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Jane O'Regan Kleinert, Jaqueline F. Kearns, Judith L. Page & Harold L. Kleinert. (2023) Promising Strategies for Teaching Augmentative and Alternative Communication in Inclusive Educational Settings: A Systematic Review. Language, Speech, and Hearing Services in Schools, pages 1-25.
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Elizabeth M. Leatherman & Jane R. Wegner. (2022) Augmentative and Alternative Communication in the Classroom: Teacher Practices and Experiences. Language, Speech, and Hearing Services in Schools 53:3, pages 874-893.
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Jennifer Stephenson & Rahul Ganguly. (2021)
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Tara V. McCarty & Janice C. Light. (2022) Supporting Peer Interactions for Students With Complex Communication Needs in Inclusive Settings: Paraeducator Roles. Perspectives of the ASHA Special Interest Groups 7:1, pages 229-244.
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Khalid Mohammed Abu-Alghayth. 2021. Instructional Collaboration in International Inclusive Education Contexts. Instructional Collaboration in International Inclusive Education Contexts
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Yakup BURAK & Emine AHMETOĞLU. (2020) OTİZM SPEKTRUM BOZUKLUĞU OLAN ÇOCUKLARIN KAYNAŞTIRILMASI VE BÜTÜNLEŞTİRİLMESİNDE ÖĞRETMENLERLE İLGİLİ DEĞİŞKENLERİN İNCELENMESİ. Elektronik Sosyal Bilimler Dergisi.
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R. M. Aysina, A. A. Nesterova, T. F. Suslova & V. V. Khitryuk. (2020) Teachers’ attitudes towards inclusive education of children with ASD: A review of Russian and foreign research. The Education and science journal 21:10, pages 189-210.
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Qianzhi Jiang & Nancy L. Cohen. (2020) Use of Online Focus Groups for Nutrition and Health Studies. Topics in Clinical Nutrition 35:1, pages 9-18.
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North Cooc. (2019) Do Teachers Spend Less Time Teaching in Classrooms With Students With Special Needs? Trends From International Data. Educational Researcher 48:5, pages 273-286.
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Salih Rakap, Serife Balikci & Sinan Kalkan. (2018) Teachers’ knowledge about autism spectrum disorder: The case of TurkeyÖğretmenlerin otizm spektrum bozukluğu hakkında bilgileri: Türkiye örneği. Turkish Journal of Education 7:4, pages 169-185.
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Tawanda Majoko. (2017) Practices That Support the Inclusion of Children With Autism Spectrum Disorder in Mainstream Early Childhood Education in Zimbabwe. SAGE Open 7:3, pages 215824401773038.
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Tawanda Majoko. (2015) Inclusion of Children with Autism Spectrum Disorders: Listening and Hearing to Voices from the Grassroots. Journal of Autism and Developmental Disorders 46:4, pages 1429-1440.
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Mary C. Schuh, Vidyalakshmi Sundar & David C. Hagner. (2014) Friendship Is the Ocean. Career Development and Transition for Exceptional Individuals 38:3, pages 152-161.
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