| Why aren’t students with severe disabilities being placed in general education classrooms: Examining the relations among classroom placement, learner outcomes, and other factors M Agran, L Jackson, JA Kurth, D Ryndak, K Burnette, M Jameson, ... Research and Practice for Persons with Severe Disabilities 45 (1), 4-13, 2020 | 296 | 2020 |
| Ecobehavioral analysis of the experiences of students with complex support needs in different classroom types AL Zagona, JA Kurth, E Lockman Turner, J Pace, K Shogren, K Lansey, ... Research and Practice for Persons with Severe Disabilities 47 (4), 209-228, 2022 | 22 | 2022 |
| Examination of contextual variables across and within different types of placement for elementary students with complex support needs L Jackson, M Agran, KR Lansey, D Baker, S Matthews, H Fitzpatrick, ... Research and Practice for Persons with Severe Disabilities 47 (4), 191-208, 2022 | 15 | 2022 |
| Predicting the frequency and significance of social contacts across placements: A Bayesian multilevel model analysis JM Jameson, T Hicks, K Lansey, JA Kurth, L Jackson, AL Zagona, ... Research and Practice for Persons with Severe Disabilities 47 (4), 229-243, 2022 | 14 | 2022 |
| General and special education teachers’ attitudes towards including students with intellectual disabilities in Saudi Arabia S Alkhattabi, K Burnette, DL Ryndak, C Botini Editorial Staff 20 (1), 58-66, 2020 | 8 | 2020 |
| Parent perceptions of remote instruction for students with extensive support needs Z Rossetti, D Lehr, T Shaheen, K Baulier, K Burnette, D Taub Research and Practice for Persons with Severe Disabilities 48 (1), 41-58, 2023 | 6 | 2023 |
| Disrupting the System: How Social Systems Perpetuate Educational Segregation of Students with Extensive Support Needs KR Lansey, KK Burnette, DL Ryndak International Journal of Special Education 38 (1), 58-68, 2023 | 5 | 2023 |
| Examination of setting ecologies within and across different types of placement for elementary students with complex support needs L Jackson, M Agran, KR Lansey, D Baker, S Matthews, H Fitzpatrick, ... Research and Practice for Persons with Severe Disabilities 47 (4), 191-208, 2022 | 5 | 2022 |
| A District Case Study: How One School District Engaged in Sustainable Systemic Change to Include Students with Significant Cognitive Disabilities in General Education Classes KK Burnette The University of North Carolina at Greensboro, 2022 | 2 | 2022 |
| Access for Students with Extensive Support Needs to State-Adopted Grade-Level Standards and Curriculum in General Education Classes: A Content Analysis of the Literature K Gee, K Burnette, VL Walker, D Ryndak, M Fisher, D Baker, A Clauson Research and Practice for Persons with Severe Disabilities, 15407969241281031, 2024 | | 2024 |
| Exploring the Use of Leadership Drivers for Sustainable Systemic Inclusive Education Change. K Krupa Burnette, D Taub, E Bergmann, D Ryndak Journal of Special Education Leadership 36 (2), 2023 | | 2023 |
| Building Collaborative Teams to Include Students With Extensive Support Needs in General Education Contexts D Taub, K Lansey, K Burnette, E Hartmann Inclusive Practices 2 (2-3), 50-62, 2023 | | 2023 |
| An Interview on District and School Transformation: Practical Approaches to Facilitating Sustainable Systemic Change KA Schneider, S Sands, K Endre, D Baker, K Burnette, D Ryndak Inclusive Practices 1 (1), 39-43, 2022 | | 2022 |
