L. Gruenewald

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How Much Time Should Students with Severe Intellectual Disabilities Spend in Regular Education Classrooms and Elsewhere?

Alice Udvari-Solner, Lou Brown, P. Schwarz, 1991 .

Toward the Realization of the Least Restrictive Educational Environments for Severely Handicapped Students

B. Wilcox, N. Dodd, Lou Brown, 1977 .

The Home School: Why Students with Severe Intellectual Disabilities Must Attend the Schools of Their Brothers, Sisters, Friends, and Neighbors

Alice Udvari-Solner, L. Davis, Elise Long, 1989 .

Longitudinal Transition Plans in Programs for Severely Handicapped Students

L. Brown, J. Nisbet, D. Baumgart, 1981, Exceptional children.

A Strategy for Developing Chronological-Age-Appropriate and Functional Curricular Content for Severely Handicapped Adolescents and Young Adults

S. Hamre-Nietupski, Lou Brown, L. Gruenewald, 1979 .

A Rationale for Comprehensive Longitudinal Interactions between Severely Handicapped Students and Nonhandicapped Students and other Citizens

S. Hamre-Nietupski, B. Wilcox, Lou Brown, 1979 .

Should Students with Severe Intellectual Disabilities Be Based in Regular or in Special Education Classrooms in Home Schools?

Alice Udvari-Solner, Elise Long, Lou Brown, 1989 .

Language interaction in teaching and learning

Sara A. Pollak, L. Gruenewald, 1984 .

Strategies for Generating Comprehensive, Longitudinal, and Chronological-Age-Appropriate Individualized Education Programs for Adolescent and Young-Adult Severely Handicapped Students

M. Falvey, Lisbeth J. Vincent, Lou Brown, 1980 .