References
[1 ]. Agran, M., Alper, S., & Wehmeyer, M., (2002). Access to the general curriculum for students with significant disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37,123-133.
[2]. Brigance, A., (1999). Brigance Comprehensive Inventory of Basic Skills-Revised. North Billerica, MA: Curriculum Associates.
[3]. Browder, D.M. & Cooper-Duffy, K., (2003). Evidence- based practices for students with severe disabilities and requirements for accountability in "No Child Left Behind." TheJournal of Special Education, 37(3), 157-163.
[4]. Browder, D., Flowers, C., Ahlgrim-Delzell, L., Karvonen, M., Spooner, F., & Algozzine, R., (2004). The alignment of alternate assessment content with academic and functional curricula. The Journal of Special Education, 37(4), 211 -223.
[5], Downing, J.E., (1999). Teaching communication skills to students with severe disabilities. Baltimore, MD: Paul H. Brookes Publishing.
[6]. Etscheidt, S.K., (2006). Progress monitoring: Legal issues and recommendations for IEP teams. Teaching Exceptional Children, 38(3), 56-60.
[7], Hosp, M.K., & Hosp, J.L., (2003). Curriculum-based measurement for reading, spelling, and math: Howto do it and why. Preventing School Failure, 48(1), 10-17.
[8], Lynch, S.A. & Adams. RW., (2008). Developing standards-based individualized education program objectives for students with significant needs. Teaching Exceptional Children, 40(3), 36-39.
[9]. Partington, J. W., & Sundberg, M. L., (2007). The Assessment of Basic Language and Learning Skills- Revised: An assessment. Curriculum Guide, and Tracking System for children with Autism or Other Developmental Disabilities. Danville, CA: Behavior Analysts, Inc.
[10]. Warner, L., Lynch, S., Nabors, D. & Simpson, C., (2007). Inclusive lesson plans throughout the year. Beltsville: Gryphon House.
[11]. Warner, L. & Sower, J., (2005). Educating young children from preschool through primary grades. Boston: Pearson Allyn & Bacon.
[12]. White, O., (1980). Adaptive performance objectives: form versus function. In W. Sailor, B. Wilcox, & L. Brown (Eds.) Methods of instruction for severely handicapped learners (pp. 47-69). Baltimore: Paul H. Brookes.