Parmar, R. S. (1989). Cross cultural transfer of non verbal
intelligence tests: An (in)validation study. British Journal of
Educational Psychology, 59, 379 388.
Parmar, R. S. & Cawley, J. F. (1991). Challenging the routines
and passivity that characterize arithmetic instruction for the
mildly handicapped. Remedial and Special Education, 12(5), 23
43.
Cawley, J. F. & Parmar, R. S. (1992). Arithmetic
programming for students with disabilities: An alternative.
Remedial and Special Education, 13(3), 6-18.
Parmar, R. S. (1992). Protocol analysis of strategies used by
students with mild disabilities when solving arithmetic word
problems. Diagnostique, 17(4), 227-243.
Parmar, R. S. & Cawley, J. F. (1994). Difference in mathematics
performance between students with learning disabilities and mild
retardation: Implications for instruction. Exceptional Children,
60(6), 549-566.
Parmar, R. S. & Cawley, J. F. (1995). Mathematics curricula
frameworks: Goals for general and special education. Focus on
Learning Problems in Mathematics, 17(2), 50-66.
Parmar, R. S., Cawley, J. F., & Frazita, R. R. (1996). Word
problem-solving by students with mild disabilities and normally
achieving students. Exceptional Children, 62(5), 415-430.
Parmar, R. S., Cawley, J. F. & Frazita, R. R. (1996).
Mathematics assessment for students with mild disabilities: An
exploration of content validity. Learning Disability Quarterly, 19,
127-136.
Cawley, J. F., Parmar, R. S., Yan, W., & Miller, J. H. (1996).
Arithmetic computation abilities of students with learning
disabilities: Implications for instruction. Learning Disabilities
Research and Practice, 11, 230-237.
Parmar, R. S. & Cawley, J. F. (1997). Preparing teachers to
teach mathematics to students with learning disabilities. Journal
of Learning Disabilities, 30(2), 188-197.
Cawley, J. F., Parmar, R. S., Yan, W., & Miller, J. H. (1998).
Arithmetic computation performance of students with learning
disabilities: Implications for curriculum. Learning Disabilities
Research And Practice, 13, 68-74.
Rodriguez, D., Parmar, R. S., & Signer, B. R. (2001). Fourth
grade culturally and linguistically diverse exceptional students'
concepts of number line. Exceptional Children, 67(2),
199-210.
Cawley, J. F., Parmar, R. S., Foley, T., Salmon, S., & Roy, S.
(2001). Arithmetic performance of students with mild disabilities
and general education students on selected arithmetic tasks:
Implications for standards and programming. Exceptional Children,
67(3), 311-328.
Cawley, J. F. & Parmar, R. S. (2003). Mathematics assessment
for students with mild disabilities: Frameworks and practices.
Learning Disabilities: A Contemporary Journal, 1(1), 20-26.
Parmar, R. S. (2003). Understanding the concept of "Division":
Assessment considerations. Exceptionality, 11(3), 177-189.
Cawley, J. F., Foley, T. E., & Parmar, R. S. (2004). Expanding
the agenda in mathematics problem solving for students with
disabilities: Alternative representations. Learning Disabilities:
An Interdisciplinary Journal, 13, 7-16.
Parmar, R. S. & Signer, B. R. (2005). Sources of error in
constructing and interpreting graphs: A study with fourth and fifth
grade students with learning disabilities. Journal of Learning
Disabilities, 38, 250-261.
DeSimone, J. R. & Parmar, R. S. (2006). Middle school
mathematics teachers' perceptions of included students with
learning disabilities. Learning Disabilities Research and Practice,
21, 98-110.
Cawley, J. F., Parmar, R. S., Lucas-Fusco, L. M., Kilian, J. D.,
& Foley, T. E. (2007). Place value and mathematics for students
with mild disabilities: Data and suggested practices. Learning
Disabilities: A Contemporary Journal, 5(1) 21-39.
DeSimone, J. R. & Parmar, R. S. (in press). Issues and
challenges for middle school mathematics teachers in inclusion
classrooms. School Science and Mathematics.
Books (Curriculum Materials)
Cawley, J. F. & Parmar, R. S. (1993). Interactive
Problem Solving. Buffalo, NY: United DOK.
Cawley, J. F. & Parmar, R. S. (1993). Verbal Problem Solving.
Buffalo, NY: United-DOK.
Book Chapters
Cawley, J. F., & Parmar, R. S. (1991). Strategies for
maximizing mathematics success. In G. Stoner, M. R. Shinn, & H.
M. Walker (Eds.), Interventions for achievement and behavior
problems. Silver Springs, MD: National Association for School
Psychologists. (p. 415 438).
Hresko, W. P. & Parmar, R. S. (1991; 1995). Chapter 1:
The educational perspective. In D. K. Reid, W. P. Hresko, & H.
L. Swanson (Eds.), Cognitive approaches to learning disabilities,
Second edition p. 3 44; Third edition p. 3-62. Austin, TX: Pro
Ed.
Hresko, W. P. & Parmar, R. S. (1991; 1995). Chapter 2:
Educational trends in learning disabilities. In D. K. Reid, W. P.
Hresko, & H. L. Swanson (Eds.), Cognitive approaches to
learning disabilities, Second edition p. 45 68; Third edition p.
63-112. Austin, TX: Pro Ed.
Parmar, R. S. & Signer, B. R. (2002). Understanding the
concept of "number line": Elementary students' responses and
strategies. In S. C. Agarkar & V. D. Lale (Eds.), Science,
technology and mathematics for human development, Volume II, pp.
303-307. Mumbai, India: HBCSE, Tata Institute for Fundamental
Research.
Parmar, R. S. & DeSimone, J. (2006). Chapter 8: Teacher
collaboration for mathematics success in middle school inclusion.
In M. Montague & A. K. Jitendra (Eds.), Middle school students
with mathematical difficulties. New York: Guilford.