Educational Solutions for Children with Cerebral Palsy
Asbell, S., Donders, J., Van Tubbergen, M. and Warschausky, S. (2010). Predictors of Reading Comprehension in Children with Cerebral Palsy and Typically Developing Children. Child Neuropsychology, 1744-4136, first published on 07 May 2010. DOI: https://doi.org/10.1080/09297041003733588
Browder, D.M., Wakeman, S., Spooner, F., Ahlgrim-Delzell, L., Algozzine, B. (2006). Research on reading instruction for individuals with significant cognitive disabilities. Exceptional Children, 72: 392-408. DOI: https://doi.org/10.1177/001440290607200401
Center for Applied Special Technology (CAST). Retrieved on 03/03/2010 from http://www.cast.org
Doctoroff, S. (2001). Adapting the physical environment to meet the needs of all young children for play. Early Childhood Education Journal, 29(2): 105. DOI: https://doi.org/10.1023/A:1012524929004
Edyburn, D. L. (2007).Technology-enhanced reading performance: Defining a research agenda. Reading Research Quarterly 42(1): 146. DOI: https://doi.org/10.1598/RRQ.42.1.7
Ito, J., Saijo, H., Araki, A., Tanaka, H., Tasaki, T., Cho, K., et al. (1996). Assessment of visuoperceptual disturbance in children with spastic diplegia using measurements of the lateral ventricles on cerebral MRI. Developmental Medicine and Child Neurology, 38(6): 496-502. DOI: https://doi.org/10.1111/j.1469-8749.1996.tb12110.x
Karger, J., & Hitchcock, C. (2003). Access to the general curriculum for students with disabilities: a brief legal interpretation. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved 11/09/2009 from http://www.cast.org/publications/ncac/ncac_accesslegal.html
Kneifel, J. (March 2009). Case studies in youth mentoring – Making a difference on a shoestring budget: Evergreen school lunch buddies program. Washington, DC: Department of Education, Mentoring Resource Center.
Light, J. & McNaughton, D. (2009). Accessible Literacy Learning: Evidence-based reading instruction for individuals with autism, cerebral palsy, down syndrome, and other disabilities. San Diego, CA: Mayer Johnson.
Light, J., McNaughton, D., Weyer, M., & Karg, L. (2008). Evidence-based literacy instruction for individuals who require Augmentative and Alternative Communication: A case study of a student with multiple disabilities. Seminars in Speech and Language, 29, 120-132. DOI: https://doi.org/10.1055/s-2008-1079126
Michigan Department of Education/Office of Special Education. Individualized Education Program Manual. Retrieved 11/09/2009 from http://www.michigan.gov/documents/7-28-05IEPManual_132279_7.pdf
Mody, M. (2003). Phonological basis in reading disability: A review and analysis of the evidence. Reading and Writing: An Interdisciplinary Journal, 16, 21-39. DOI: https://doi.org/10.1023/A:1021741921815
National Dissemination Center for Children with Disabilities (NICHCY). Transition Goals in the IEP. Retrieved 11/09/2009 from http://www.nichcy.org/EducateChildren/transition_adulthood/Pages/iep.aspx
National Reading Panel (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: U.S. Department of Health and Human Services [NIH Pub. No. 00-4754].
Nygard, J., Schreiber, L. (2008). An evidence-based emergent literacy curriculum for students with significant developmental disabilities, including those who are nonverbal. Retrieved 11/18/2009 from http://www.speechpathology.com/articles/pf_article_detail.asp?article_id=337
Parent Educational Advocacy Training Center (PEATC). Retrieved 11/09/2009 from www.PEATC.org Peeters, M., Verhoeven, L., de Moor, J., & van Balkom, H. (2009). Importance of speech production for phonological awareness and word decoding: The case of children with cerebral palsy. Research in Developmental Disabilities, 30, 712-726. DOI: https://doi.org/10.1016/j.ridd.2008.10.002
Peeters, M., Verhoeven, L., van Balkom, H., & de Moor, J. (2008). Foundations of phonological awareness in pre-school children with cerebral palsy: the impact of intellectual disability. Journal of Intellectual Disability Research, 52, 68-78 Response to Intervention (RTI). Retrieved 03/03/2010 from http://wrightslaw.com/info/rti.index.htm DOI: https://doi.org/10.1111/j.1365-2788.2007.00986.x
Sabbadini, M., Bonanni, R., Carlesimo, G.A., & Caltagirone, C. (2001). Neuropsychological assessment of patients with severe neuromotor and verbal disabilities. Journal of Intellectual Disability Research, 45(2), 169-179. DOI: https://doi.org/10.1046/j.1365-2788.2001.00301.x
Sandberg, A.D. (2001). Reading and spelling, phonological awareness, and working memory in children with severe speech impairments: A longitudinal study. Augmentative and Alternative Communication, 17, 11-26. U.S. Department of Education – Free and Appropriate Education for Students with Disabilities. Retrieved 11/09/2009 from http://www.ed.gov/about/offices/list/ocr/docs/edlite-FAPE504.html DOI: https://doi.org/10.1080/aac.17.1.11.26
U.S. Department of Education/Sec. 300.320-Definition of Individualized Education Program. Retrieved 11/09/2009 from http://idea.ed.gov/explore/view/p/,root,regs,300,D,300%252E320
U.S. Department of Education/Sec. 300.8-Definition of Disability Terms. Retrieved 11/09/2009 from http://idea.ed.gov/explore/view/p/,root,regs,300,A,300%252E8,c
Warschausky, S., Van Tubbergen, M., Asbell, S., Kaufman, J., Donders, J., & Ayyangar, R. (September, 2008) Modified test Administration using assistive technology: Preliminary psychometric findings. Paper presented at the meeting of the American Academy for Cerebral Palsy and Developmental Medicine, Atlanta, GA.