Abbaduto, L. (2003). Language and communication in mental retardation (International Review of Research in Mental Retardation, Vol. 27). New York: Academic.
Google Scholar
Carroll, J. B. (1993). Human cognitive abilities: A survey of factor-analytic studies. Cambridge: Cambridge University Press.
Google Scholar
Doren, B., & Benz, M. (2001). Gender equity issues in the vocational and transition services and employment outcomes experienced by young women with disabilities. In H. Rousso & M. L. Wehmeyer (Eds.), Double jeopardy: Addressing gender equity in special education (pp. 289–312). Albany: State University of New York Press.
Google Scholar
Harter, S. (1990). Self and identity development. In S. Feldman & G. Elliott (Eds.), At the threshold: The developing adolescent (pp. 352–387). Cambridge: Harvard University Press.
Google Scholar
Jackson, L., Ryndak, D., & Wehmeyer, M. (2010). The dynamic relationship between context, curriculum, and student learning: A case for inclusive education as a research-based practice. Research and Practice in Severe Disabilities, 34 (1), 175–195.
Google Scholar
Moshman, D. (1999). Adolescent psychological development: Rationality, morality, and identity. Mahwah: Lawrence Erlbaum Associates.
Google Scholar
Rousso, H., & Wehmeyer, M. L. (Eds.). (2001). Double jeopardy: Addressing gender equity in special education. Albany: State University of New York Press.
Google Scholar
Schalock, R., Borthwick-Duffy, S., Bradley, V., Buntinx, W., Coulter, D., Craig, E., et al. (2010). Intellectual disability: Definition, classification, and systems of support (11th ed.). Washington: American Association on Intellectual and Developmental Disabilities.
Google Scholar
Thompson, J. R., Buntinx, W., Schalock, R. L., Shogren, K. A., Snell, M. E., Wehmeyer, M. L., et al. (2009). Conceptualizing supports and the support needs of people with intellectual disability. Intellectual and Developmental Disabilities, 47, 235–246.
Google Scholar
Thompson, J. R., & Wehmeyer, M. L. (2008). Historical and legal issues in developmental disabilities. In H. P. Parette & G. R. Peterson-Karlan (Eds.), Research based practices in developmental disabilitie (2nd ed., pp. 13–42). Austin: ProEd.
Google Scholar
Turnbull, H. R., Turnbull, A., & Wehmeyer, M. (2010). Exceptional lives: Special education in today’s schools (6th ed.). Upper Saddle River: Merrill/Prentice Hall.
Google Scholar
Wehmeyer, M. L. (2008). The impact of disability on adolescent identity. In M. Sadowski (Ed.), Adolescents at school: Perspectives on youth, identity, and education (2nd ed., pp. 167–184). Cambridge: Harvard Education.
Google Scholar
Wehmeyer, M. L., & Agran, M. (2005). Mental retardation and intellectual disabilities: Teaching students using innovative and research-based strategies. Boston: Merrill/Prentice Hall.
Google Scholar
Wehmeyer, M. L., Agran, M., Hughes, C., Martin, J., Mithaug, D. E., & Palmer, S. (2007). Promoting self-determination in students with intellectual and developmental disabilities. New York: Guilford Press.
Google Scholar
Wehmeyer, M. L., Buntix, W. H. E., Lachapelle, Y., Luckasson, R. A., Verdugo, M. A., Borthwick-Duffy, S., et al. (2008). The intellectual disability construct and its relation to human functioning. Intellectual and Developmental Disabilities, 46, 48–55.
Google Scholar
Wehmeyer, M. L., & Lee, S. Y. (2007). Educating children with intellectual disability. In A. Carr, G. O’Reilly, P. N. Walsh, & J. McEvoy (Eds.), The handbook of intellectual disability and clinical psychology practice (pp. 559–605). London: Routledge.
Google Scholar
Wehmeyer, M. L., & Webb, K. (in press). Handbook of adolescent transition and disability. New York: Taylor & Francis.
Google Scholar
World Health Organization. (2001). International classification of functioning, disability, and health (ICF). Geneva: Author.
Google Scholar