Xiangdong Yang, Julia Shaftel, Douglas Glasnapp, and John Poggio

Qualitative or Quantitative Differences?: Latent Class Analysis of Mathematical Ability for Special Education Students
The Journal of Special Education 2005 38: 194-207. [Abstract] [PDF] [References]  

Christine A. Espin, Susan De La Paz, Barbara J. Scierka, and Lisa Roelofs

The Relationship Between Curriculum-Based Measures in Written Expression and Quality and Completeness of Expository Writing for Middle School Students
The Journal of Special Education 2005 38: 208-217. [Abstract] [PDF] [References]  

Andrew T. Roach, Stephen N. Elliott, and Norman L. Webb

Alignment of an Alternate Assessment with State Academic Standards: Evidence for the Content Validity of the Wisconsin Alternate Assessment
The Journal of Special Education 2005 38: 218-231. [Abstract] [PDF] [References]  

Martha L. Thurlow, Sheryl S. Lazarus, Sandra J. Thompson, and Amanda Blount Morse

State Policies on Assessment Participation and Accommodations for Students with Disabilities
The Journal of Special Education 2005 38: 232-240. [Abstract] [PDF] [References]  

Mary T. Brownell

The Center on Personnel Studies in Special Education: Research Issues in Teacher Education
The Journal of Special Education 2005 38: 241. [PDF]  

Mary T. Brownell, Dorene D. Ross, Elayne P. Colón, and Cynthia L. McCallum

Critical Features of Special Education Teacher Preparation: A Comparison With General Teacher Education
The Journal of Special Education 2005 38: 242-252. [Abstract] [PDF] [References]  

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