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Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
This multiple probe across participants design evaluated the effectiveness of teaching early number sense skills (ENS) to young children (age 4) with autism spectrum disorder (ASD) using Number Talks with supports. Following...
Emergent literacy skills including alphabetic knowledge, print knowledge, oral language, phonological awareness, and emergent writing are foundational for future reading development. Many children with ASD are at risk for future reading...
Although many investigations suggest that reading for understanding specifically in the narrative text is difficult for children with ASD, research on how to effectively teach skills associated with reading comprehension is limited and...
How Teachers of Students with Visual Impairment Support the Language Learning of Young Children with Visual Impairment and Developmental Disabilities: A Multiple Case Study
More than half of the students with visual impairment (VI) have an additional developmental disability (DD) in the United States. Young children with VI and DD are at risk for language delay and these children need planned learning...
Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
