Mirada Colectiva - Dic. 2013 - Page 34

McDonnall, M. C. (2011). Predictors of Employment for Youths with Visual Impairments: Findings from the Second National Longitudinal Transition Study. Journal of Visual Impairment & Blindness, 105 (8), 453-466. Morningstar, M.E. et al. (2010). A Preliminary Investigation of Transition Preparation and Self-Determination for Students with Disabilities in Postsecondary Education Settings. Career Development for Exceptional Individuals, 33 (2), 80-94. National Professional Development Center on Inclusion (2011). Research Synthesis Points on Practices that Support Inclusion. Chapel Hill: The University of North Carolina, FPG Child Development Institute. National Secondary Transition Technical Assistance Center (2013). Age Appropriate Transition Assessment Toolkit, University of North Carolina, Charlotte. Newman et al. (2010). Comparisons Across Time of the Outcomes of Youth with Disabilities up to 4 Years After High School. A Report of Findings from the National Longitudinal Transition Study and the National Longitudinal Transition Study-2, U.S, Department of Education, National Center for Special Education Research. Raue, K. y Lewis, L. (2011). Students with Disabilities at Degree Granting Postsecondary Institutions, U.S. Department of Education, National Center for Education Statistics. Reichow, B. et al. (2010). Effects of Weighted Vests on the Engagement of Children with Developmental Delays and Autism. Focus on Autism and other Developmental Disabilities, 25, 3-11. Rusch, F.R. et al. (2009). Toward Self-Directed Learning, Post-High School Placement, and Coordinated Support Constructing New Transition Bridges to Adult Life. Career Development for Exceptional Individuals, 32, 53-59. Scruggs, T. E., Mastropieri, M. A., Berkeley, S., y Graetz, J. E. (2009). Do Special Education Interventions Improve Learning of Secondary Content? A Meta-analysis. Remedial & Special Education, 31 (6), 437-449. Shaver, D. et al. (2011). Secondary School Experiences and Academic Performance of Students with Hearing Impairments, U.S. Department of Education, National Center for Special Education Research. Stodden, R.A. y Mruzek, D.W. (2010). An Introduction to Postsecondary Education and Employment of Persons With Autism and Developmental Disabilities. Focus and Autism and Other Developmental Disabilities, 25 (3), 131-133. Wolffe, K. y Kelly, S. M. (2011). Instruction in Areas of the Expanded Core Curriculum Linked to Transition Outcomes for Students with Visual Impairments. Journal of Visual Impairment & Blindness, 105, 340-349. 17 Buysse, V. (2011). Access, participation, and supports: The defining features of high-quality inclusion. Zero to Three, 31 (4), 24-31. Cook, B.G., Tankersley, M., y Landrum, T.J. (2009).Determining Evidence-based Practices in Special Education. Exceptional Children, 75 (3), 365-383. Dunst, C. J. y Trivette, C. M. (2011). Evidence-based strategies for training adults to use assistive technology and adaptations. Research Brief, 5 (1). Tots-n-Tech Research Institute. Dunst, C. J.,Trivette, C. M., Meter, D. y Hamby, D. H. (2012). Influences of Contrasting Types of Training on Practitioners’ and Parents’ Use of Assistive technology and Adaptations with Infants, Toddlers, and Preschoolers with Disabilities. Research Brief, 6 (2). Tots-n-Tech Institute Research Institute. Lane, K.L., Kalberg, J.R. y Shepcaro, J.C. (2009). An Examination of the Evidence Base For Function-based Interventions for Students with Emotional and/or Behavioral Disorders Attending Middle and High Schools. Exceptional Children, 75 (3), 321-340. Shaw, S. F. y Dukes, L.L. (2013). Transition to Postsecondary Education: A Call for Evidence-Based Practice. Career Development and Transition for Exceptional Individuals, 36, 51-57. Stewart. D. et al. (2013). Transition to Adulthood for Youth with Disabilities: Evidence from the Literature. En J.H. Stone y M. Blouin (Eds.) International Encyclopedia of Rehabilitation. Buffalo, NY: Center for International Rehabilitation Research Information and Exchange. Test, D.W., Fowler, C.H., Richter, S.M., White, J., Mazzotti, V., Walker, A.R., y Kortering, L. (2009). Evidence-based Practices in Secondary Transition. Career Development for Exceptional Individuals, 32 (2), 115-128. Test, D.W. et al. (2009). Evidence-based Secondary Transition Predictors for Improving Postschool Outcomes for Students with Disabilities. Career Development for Exceptional Individuals, 32 (3), 160-181. Wang, P y Spillane, A. (2009). Evidence-Based Social Skills Interventions for Children with Autism: A Meta-analysis. Education and Training in Developmental Disabilities, 44 (3), 318-342. 18 Están generando investigación y datos sobre estos temas el National Center for Special Education Research, el Research and Training Center on Early Childhood Development, el National Early Childhood Technical Assistance Center, el Center on the Developing Child at Harvard University, Early Childhood Outcomes Center y el Institute of Education Sciences, entre otros. Dunst, C. J.,Trivette, C. M., Hamby, D. H. y Meter, D. (2012). Relationship Between Early Childhood Practitioner Beliefs and the Adoption of Innovative and Recommended Practices. Research Brief, 6 (1). Tots-n-Tech Institute Research Institute. Early Childhood Outcomes Center (2012). Outcomes for Children Served through IDEA’s Early Childhood Programs, National Early Childhood Technical Assistance Center. Mulligan, G.M., Hastedt, S. y McCarroll, J.C. (2012). First-Time Kindergartners in 2010-11: First Findings From the Kindergarten Rounds of the Early Childhood Longitudinal Study, Kinder