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Integration/Inclusive Education
for Students with Disabilities
Compiled byDonna-Lee Rulli, Janice Hurley and Steve Krasner
( Connecticut State Department of Education, Division of Educational Programs and Services, Bureau of Special Education and Pupil Services)
Please note: This bibliography consists of several sections, each of which are in alphabetical order.
Addendum 5: December 1997Abery, B., & Simunds, E. (1997). The yes I can social inclusion program: A preventive approach to challenging behavior. Intervention in School and Clinic, 32, 223-234.
Ainscow, M. (1997). Towards inclusive schooling. British Journal of Special Education, 24, 3-6.
Anderson, C., & Katsiyannis, A. (1997). By what token economy? A classroom learning tool for inclusive settings. Teaching Exceptional Children, 29(4), 65-67.
Anderson, M., & Weinhouse, D. (1997). Learning disabilities--twice blessed. Young Children, 52(2), 29-31.
Anderson, P.L. (1997). Case studies for inclusive schools. Austin, TX: Pro-Ed. (371.9046 AND - Book)
Appl, D., Fahl-Gooler, F., & McCollum, J. (1997) Inclusive parent-child play groups: How comfortable are parents of children with disabilities in the groups? Infant Toddler Intervention: The Transdisciplinary Journal, 7, 235-249.
Ashman, A.F., & Gillies, R.M. (1997). Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms. Journal of School Psychology, 35, 261-279.
Attainment Company, Inc. (1997). As I am. Attainment Company, Inc. (IE 371.9046 ATT – Inservice Education/Videotape)
Ballard, K. (1997). Researching disability and inclusive education: Participation, construction and interpretation. International Journal of Inclusive Education, 3, 243-256.
Barnes, K.J., Schoenfeld, H.B., & Pierson, W.P. (1997). Inclusive schools: Implications for public school occupational therapy. Physical Disabilities: Education and Related Services, 15(2), 37-52.
Bartlett, L., & McLeod, S. (1998). Inclusion and the regular class teacher under the IDEA. West's Education Law Reporter, 128(1), 1-14.
Barton, L. (1997). Inclusive education: Romantic, subversive or realistic? International Journal of Inclusive Education, 1, 231-242.
Bauwens, J., & Hourcade, J.J. (1997). Cooperative teaching: Pictures of possibilities. Intervention in School and Clinic, 33, 81-85, 89.
Befring, E. (1997). The enrichment perspective: A special educational approach to an inclusive school. Remedial and Special Education, 18, 182-187.
Bennett, T., Deluca, D., & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64, 115-131.
Block, M., Zeman, R., & Henning, G. (1997). "Pass the ball to Jimmy!" A success story in inclusive physical education. Palaestra, 13(3), 37-41.
Bondy, E., & Brownell, M.T. (1997). Overcoming barriers to collaboration among partners-in-teaching. Intervention in School and Clinic, 33, 112-115.
Booth, T., Ainscow, M. & Dyson, A. (1997). Understanding inclusion and exclusion in the English competitive education system. International Journal of Inclusive Education, 1, 337-355
Bos, C.S., & Fletcher, T.V. (1997). Sociocultural considerations in learning disabilities inclusion research: Knowledge gaps and future directions. Learning Disabilities Research & Practice, 12, 92-99.
Boscardin, M.L., & Butler, J.E. (1997). Understanding mainstreaming through the perceptions of all participants: A series of dilemmas. Exceptionality, 7, 65-70.
Boudah, D.J., Schumacher, J.B., & Deshler, D.D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms? Learning Disabilities Quarterly, 20, 293-316.
Boyd, M. (1997). Accepting Cody. Learning, 26(3), 34-37.
Boyer, W.A.R. (1997). Folklore or rural truth: Rural teachers have always practiced inclusion. Exceptionality, 7, 61-63.
Boyer, W.A.R., & Bandy, H. (1997). Rural teachers' perceptions of the current state of inclusion: Knowledge, training, teaching practices, and adequacy of support systems. Exceptionality, 7, 1-18.
Brackett, D. (1997). Intervention for children with hearing impairment in general education settings. Language, Speech, and Hearing Services in Schools, 28, 355-361.
Bradley, D.F., King-Sears, M.E., & Tessier-Switlick, D.M. (1997). Teaching students in inclusive settings: From theory to practice. Boston, MA: Allyn and Bacon. (371.90460973 BRA- Book)
Brice, A., & Perkins, C. (1997. What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms. Journal of Children's Communication Development, 19, 13-22.
Butera, G., Deasy, G., Miller, K., Reissner, L., Stein, C., & Zeppuhar, M.E. (1997). Classroom behaviors of students with disabilities in rural inclusive classrooms: An observational study. Rural Special Education Quarterly, 16(1), 19-29.
Butler, J.E., & Boscardin, M.L. (1997). Understanding mainstreaming through the perceptions of all participants: A case study. Exceptionality, 7, 19-35.
Camoni, G.A., & McGeehan, L. (1997). Peer buddies: A child support program. Principal, 76(3), 40-43.
Carey, L. (1997). Inclusion training for pre-service teachers-from theory to best classroom practice. B.C. Journal of Special Education, 21, 52-58.
Castaneda, L., & Sherrill, C. (1997). Challenger baseball and TOPsoccer: Sports success stories. Teaching Exceptional Children, 30(2), 26-29.
Chelsey, G., & Calaluce, P. (1997). The deception of inclusion. Mental Retardation, 35, 488-490.
Coben, S.S., Thomas, C.C., Sattler, R.O., & Morsink, C.V. (1997). Meeting the challenge of consultation and collaboration: Developing interactive teams. Journal of Learning Disabilities, 30, 427-432.
Cohen, O.P. (1997). Giving all children a chance: Advantages of an antiracist approach to education for deaf children. American Annals of the Deaf, 142, 80-82.
Cole, C.M., & McLeskey, J. (1997). Secondary inclusion programs for students with mild disabilities. Focus on Exceptional Children, 29(6), 1-15.
Conrad, M., & Whitaker, T. (1997). Inclusion and the law: A principal's proactive approach. Clearing House, 70, 207-210.
Corbett, J. (1997). Include/exclude: Redefining the boundaries. International Journal of Inclusive Education, 1, 55-64.
Culross, R.R. (1997). Concepts of inclusion in gifted education. Teaching Exceptional Children, 29(3), 24-26.
Cushing, L.S., & Kennedy, G.H. (1997). Academic effects of providing peer support in general education classrooms on students without disabilities. Journal of Applied Behavior Analysis, 30,139-151.
D'Alonzo, B., Giordano, G., & VanLeeuwen, D. (1997). Perceptions of teachers about the benefits and liabilities of inclusion. Preventing School Failure, 42, 4-11.
D'Alonzo, B.J., VanLeeuwen, D.M., & Giordano, G. (1997). Inclusion in rural and urban classrooms in New Mexico. Rural Special Education Quarterly, 16(1), 8-18.
Danforth, S., & Rhodes, W. (1997). Deconstructing disability: A philosophy for inclusion. Remedial and Special Education, 18, 357-366.
deFur, S.H. (1997). Collaboration as a prevention tool for youth with disabilities. Preventing School Failure, 41, 173-178.
Demchak, M.A. (1997). Teaching students with severe disabilities in inclusive settings. Washington, DC: American Association on Mental Retardation. (VF-Vertical File/Mental Retardation)
Downing, J.E., Eichinger, J., Diamond, K. (1997). Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. Topics in Early Childhood Special Education, 17, 520-536.
Downing, D.E., Eichinger, J. & Williams, L.J. (1997). Inclusive education for students with severe disabilities: Comparative views of principals and educators at different levels of implementation. Remedial and Special Education, 18, 133-142, 165.
Drecktrah, M.E., Chiang, B. (1997). Instructional strategies used by general educators and teachers of students with learning disabilities. Remedial and Special Education, 18, 174-181.
Dyck, N., Sundbye, N., & Pemberton, J. (1997). A recipe for efficient co-teaching. Teaching Exceptional Children, 30(2), 42-45.
Edelen-Smith, P.J. (1997). How now brown cow: Phoneme awareness activities for collaborative classrooms. Intervention in School and Clinic, 33, 103-111.
Elksnin, L.K. (1997). Collaborative speech and language services for students with learning disabilities. Journal of Learning Disabilities, 30, 414-426.
Ferguson, D., & Ferguson, P. (1997). Debating inclusion in Synedoche, New York:A response to Gresham and Macmillan. Review of Educational Research, 67, 416-420.
Ferguson, P, & Ferguson, D. (1997). The future of inclusive educational practice: Constructive tension and the potential for reflective reform. Childhood Education, 74, 302-308.
Fink, D.B., & Fowler, S.A. (1997). Inclusion, one step at a time: A case study of communication and decision making across program boundaries. Topics in Early Childhood Special Education, 17, 337-362.
Fisher, D., Sax, C., Pumpian, I., Rodifer, K., & Kreikemeirer, P. (1997). Including all students in the high school reform agenda. Education and Treatment of Children, 20, 59-67.
Flexer, R.W., Simmons, T.J., & Takersley, M. (1997). Graduate interdisciplinary transition training at Kent State University. Journal of Vocational Rehabilitation, 8, 183-195.
Fox, N.E., & Ysseldyke, J.E. (1997). Implementing inclusion at the middle school level: Lessons from a negative example. Exceptional Children, 64, 81-98.
Gable, R.A., Arllen, N.L., Evans, W.H., & Whinnery, K.M. (1997). Strategies for evaluating collaborative mainstream instruction: "Let the data be our guide". Preventing School Failure, 41, 153-158.
Gallagher, P., Malone, D.M., Cleghorne, M., & Helms, K.A. (1997). Perceived inservice training needs for early intervention personnel. Exceptional Children, 64, 19-30.
Gallagher, P. (1997). Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education, 17, 363-386.
Gelzheiser, L., Meyers, J., & Pruzek, R. (1997). A novel methodology for describing integration practices. Exceptionality, 7, 263-266.
Gelzheiser, L., Meyers, J., Sleskinski, C., Douglas, C.. & Lewis, L. (1997). Patterns in general education teachers' integration practices. Exceptionality, 7, 207-228.
George, M.P., Valore, T., Quinn, M.M., & Varisco, R. (1997). Preparing to go home: A collaborative approach to transition. Preventing School Failure, 41, 168-172.
Germ, P.A., & Schleien, S.J. (1997). Inclusive community leisure services: Responsibilities of key players. Therapeutic Recreation Journal, 31, 22-37.
Gersten, R. (1997). Responses to Hunt and Goetz. Journal of Special Education, 31, 30-35.
Giangreco, M.F., Edelman, S.W., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7-18.
Giangreco, M.F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education, 44, 193-206.
Gibb, G.S., Young, J.R., Allred, K.W., Dyches, T.T., Egan, M.W., & Ingram, C.F. (1997). A team-based junior high inclusion program: Parent perceptions and feedback. Remedial and Special Education, 18, 243-249, 256.
Gillborn, D. (1997). Young, black and failed by school: The market, education reform and black students. International Journal of Inclusive Education, 1, 65-87.
Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: Effects of across-the-day peer intervention. Journal of Speech, Language, and Hearing Research, 40, 33-48.
Haas, N.S., & Hatcher, T.G. (1997). The quality inclusion process: Assuring the quality of inclusive practices for students with disabilities. Catalyst for Change, 26(3), 18-20.
Hammond, D., Zucker, S., Burstein, K., & Digange, S. (1997). Computer-mediated instruction for increasing regular education students' acceptance of students with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 32, 313-320.
Hanson, M.J., Gutierrez, S., Morgan, M., Brennan, E.L., & Zercher, C. (1997). Language, culture, and disability: Interacting influences on preschool inclusion. Topics in Early Childhood Special Education, 17, 307-336.
Harvey, J., Voorhees, M.D., & Landon, T. (1997). The role of the State Department of Education in promoting integrated placement options for preschoolers: View from the field. Topics in Early Childhood Special Education, 17, 387-409.
Hasbrouck, J.E., & Christen, M.H. (1997). Providing peer coaching in inclusive classrooms" A tool for consulting teachers. Intervention in School and Clinic, 32, 172-177.
Hayes, J. (1997). Access to higher education: An exploration of realities and possibilities. International Journal of Inclusive Education, 1, 257-265.
Hendrickson, J., & Gable, R.A. (1997). Collaborative assessment of students with diverse needs: Equitable, accountable, and effective grading. Preventing School Failure, 41, 159-163.
Holcomb, T.K. (1997). Development of deaf bicultural identity. American Annals of the Deaf, 142, 89-93.
Houston-Wilson, C., Dunn, J.M., Hans van der Mars, & McCubbin, J. (1997). The effect of peer tutors on motor performance in integrated physical education classes. Adapted Physical Activity Quarterly, 14, 298-313.
Houston-Wilson, C., Lieberman, L., Horton, M., & Kasser, S. (1997). Peer tutoring: A plan for instructing students of all abilities. Journal of Physical Education, Recreation and Dance, 68(6), 39-44.
Hudson, P., & Glomb, N. (1997). If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators. Journal of Learning Disabilities, 30, 442-448.
Hunt, P., Farron-Davis, F., Wrenn, M., Hirose-Hatae, A., & Goetz, L. (1997). Promoting interactive partnerships in inclusive settings. Journal of the Association for Persons with Severe Handicaps, 22, 127-137.
Hunt, P., & Goetz, L. (1997). Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. Journal of Special Education, 31, 3-29.
Idol, L. (1997). Key questions related to building collaborative and inclusive schools. Journal of Learning Disabilities, 30, 384-394.
Janko, S., Schwartz, I., Sandall, S., Anderson, K., & Cottam, C. (1997). Beyond microsystems: Unanticipated lessons about the meaning of inclusion. Topics in Early Childhood Special Education, 17, 286-306.
Janney, R., & Snell, M. (1997). How teachers include students with moderate and severe disabilities in elementary classes: The means and meaning of inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 159-169.
Jayanthi, M., Bursuck, W., Epstein, M.H., & Polloway, E.A. (1997). Strategies for successful homework. Teaching Exceptional Children, 30(1), 4-7.
Johnson, D.E., Bullock, C.C., & Ashton-Shaeffer, C. (1997). Families and leisure: A context for learning. Teaching Exceptional Children, 30(2), 30-34.
Jones, B.E., Clark, G.M., & Soltz, D.F. (1997). Characteristics and practices of sign language interpreters in inclusive education programs. Exceptional Children, 63, 257-268.
Jones, H.A., & Rapport, M.J.K. (1997). Research-to-practice in inclusive early childhood education. Teaching Exceptional Children, 30(2), 57-61.
Jordan, A., Lindsay, L., & Stanovich, P.J. (1997). Classroom teachers' instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18, 82-93.
Katims, D.S., & Harris, S (1997). Improving the reading comprehension of middle school students in inclusive classrooms. Journal of Adolescent and Adult Literacy, 41, 116-124.
Kennedy, C.H., Shukla, S., & Fryxell, D. (1997). Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. Exceptional Children, 64, 31-47.
King-Sears, M.E. (1997). Best academic practices for inclusive classrooms. Focus on Exceptional Children, 29(7), 1-24.
Kling, B. (1997). Empowering teachers to use successful strategies. Teaching Exceptional Children, 30(2), 20-24.
Korinek, L., & Popp, P.A. (1997). Collaborative mainstream integration of social skills with academic instruction. Preventing School Failure, 41, 148-152.
Kraemer, B., Blacher, J., & Marshal, M. (1997). Adolescents with severe disabilities: Family, school and community integration. Journal of the Association for Persons with Severe Handicaps, 22, 224-234.
Kraska, M. (1997). T & I teachers and inclusion: Attitudes of trade and industrial education teachers toward inclusion. Journal for Vocational Special Needs Education, 20, 9-17.
Lamb, A.M. (1997). That room down the hall: Special education as viewed by a regular education classroom teacher. Catalyst for Change, 27(1), 5-6.
Lampropoulou, V., & Padeliadu, S. (1997). Teachers of the deaf as compared with other groups of teachers: Attitudes toward people with disabilities and inclusion. American Annals of the Deaf, 142, 26-33.
Leinert, H. (1997). School councils represent all students. Case in Point, 10(2), 14-20.
Lieber, J., Beckman, P.J., Hanson, M.J., Janko, S., Marquart, J.M., Horn, E., & Odom, S.L. (1997).The impact of changing roles on relationships between professionals in inclusive programs for young children. Early Education and Development, 8, 67-82.
Logan, K.R., & Keefe, E.B. (1997). A comparison of instructional context, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained elementary classrooms. Journal of the Association for Persons with Severe Handicaps, 22, 16-27.
Logan, K.R., Bakeman, R., & Keefe, E.B. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481-497.
Luiselli, J.K. (1997). Behavioral intervention in school-based consultation for children with developmental disabilities. The Habilitative Mental Healthcare Newsletter, 16(2), 22-26.
Lyon, C.S., & Lagarde, R. (1997). Tokens for success: Using the graduated reinforcement system. Teaching Exceptional Children, 29(6), 52-57.
MacBride, G.A. (1997). Achieving inclusiveness in Scottish education. Phi Delta Kappan, 78, 635-639.
Mahony, M. (1997). Small victories in an inclusive classroom. Educational Leadership, 54(7), 59-62.
Malloy, W. (1997). Responsible inclusion: Celebrating diversity and academic excellence. NASSP Bulletin, 81(585), 80-85.
Malloy, W. & Little, D. (1997). Responsible inclusion. Case in Point, 10(2), 9-13.
Manset, G., & Semmel, M.I. (1997). Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. Journal of Special Education, 31, 155-180.
Marks, S.B. (1997). Reducing prejudice against children with disabilities in inclusive settings. International Journal of Disability, Development and Education, 44, 117-131.
McCollum, J., & McBride, S. (1997). Ratings of parent-infant interaction: Raising questions of cultural validity. Topics in Early Childhood Education, 17, 494-519.
McDonnell, A.P., & Brownell, K. (1997). Teaching experience and specialist support: A survey of preschool teachers employed in programs accredited by NAEYC. Topics in Early Childhood Special Education, 17, 263-285.
McDonnell, J., Thorson, N., McQuivey, C., & Kiefer-O'Donnell, R. (1997). Academic engaged time of students with low-incidence disabilities in general education classes. Mental Retardation, 35, 18-26.
McGregor, G. (1997). Introduction to special issue on inclusion. Education and Treatment of Children, 20, 1-6.
Meadmore, D. & O'Connor, P. (1997). Benchmarking disability. . International Journal of Inclusive Education, 1, 173-174.
Mertz, M (1997). After inclusion. Exceptional Parent, 27(9), 44-49.
Moberg, S., Zumberg, M., & Reinman, A. (1997). Inclusive education as perceived by prospective special education teachers in Estonia, Finland, and the United States. Journal of the Association for Persons with Severe Handicaps, 22, 49-55.
Montague, M., Bergeron, J., & Lago-Delello, E. (1997). Using prevention strategies in general education. Focus on Exceptional Children, 29(8), 1-12.
Murata, N.M., & Hodge, S.R. (1997). Training support personnel for inclusive physical education. Journal of Physical Education, Recreation and Dance, 68(9), 21-25.
Myles, B.S., Ormsbee, C.K., & Simpson, R.L. (1997). Reflections on "general and special educators' perceptions of preassessment-related activities and team members". Exceptionality, 7, 193-197.
Nabors, L. (1997). Playmate preferences of children who are typically developing for their classmates with special needs. Mental Retardation, 35, 107-113.
Nabors, L., Badawi, M., & Cheney, S. (1997). Factors related to teacher-directed play between preschool-age children with special needs and their typical peers. Early Education and Development, 8, 407-417.
Nabuzoka, D., & Ronning, J.A. (1997). Social acceptance of children with intellectual disabilities in an integrated school setting in Zambia: A pilot study. International Journal of Disability, Development and Education, 44, 105-115.
O'Brien, M. (1997). Inclusive child care for infants and toddlers: Meeting individual and special needs. Baltimore, MD: Paul H Brookes Publishing Company. (649.122 OBR – Book)
O'Shea, D.J., & O'Shea, L.J. (1997). Collaboration and school reform: A twenty-first-century perspective. Journal of Learning Disabilities, 30, 449-462.
Parker, S.A., & Day, V.P. (1997). Promoting inclusion through instructional leadership: The roles of the secondary school principal. NASSP Bulletin, 81(587), 83-89.
Pearman, E.L., Huang, A.M., and Mellblom, C.I. (1997). Education and Training in Mental Retardation and Developmental Disabilities, 32, 11-20.
Penn, H. (1997). Inclusivity and diversity in early childhood services in South Africa. International Journal of Inclusive Education, 1, 101-114.
Pillai, P. (1997). Understanding the needs of hard of hearing students in a mainstream setting.
Pomplun, M. (1997). When students with disabilities participate in cooperative groups. Exceptional Children, 64, 49-58.
Potts, P. (1997). Gender and membership of the mainstream. International Journal of Inclusive Education, 1, 101-114.
Rainforth, B., & England, J. (1997). Collaborations for inclusion. Education and Treatment of Children, 20, 85-104.
Reams, D. (1997). The student as a teacher assistant in physical education classes serving students with disabilities: Part II. Palaestra, 13(3), 18-25.
Rebell, M.A., & Hughes, R.L. (1996). Special educational inclusion and the courts: A proposal for a new remedial approach. Journal of Law and Education, 24, 523-574.
Reganick, K. (1997). Full inclusion's ethical dilemma, who's included and who decides. Case in Point, 10(2), 1-8.
Rekkas, A. (1997). Strategies for inclusion: An annotated bibliography. Childhood Education, 73, 168-171.
Roach, V., & Caruso, M.G. (1997). Policy and practice: Observations and recommendations to promote inclusive practices. Education and Treatment of Children, 20, 105-121.
Roberts, C.M., & Lindsell, J.S. (1997). Children's attitudes and behavioral intentions towards peers with disabilities. International Journal of Disability, Development and Education, 44, 133-145.
Robertson, G., Haines, L.P., Sanche, R., & Biffart, W. (1997). Positive change through computer networking. Teaching Exceptional Children, 29(6), 22-30.
Rouse, M. & Florian, L. (1997). Inclusive education in the market-place. International Journal of Inclusive Education, 1, 323-336.
Ryan, S., & Paterna, L. (1997). Junior high can be inclusive: Using natural supports and cooperative learning. Teaching Exceptional Children, 30(2), 36-41.
Russell-Fox, J. (1997). Together is better: Specific tips on how to include children with various types of disabilities. Young Children, 52(4), 81-82.
Saint-Laurent, L., Giasson, J., & Couture, C. (1997). Parents + children + reading activities = emergent literacy. Teaching Exceptional Children, 30(2), 52-56.
Salisbury, C.L., Evans, I.M., & Palombaro, M.M. (1997). Collaborative problem-solving to promote the inclusion of young children with significant disabilities in primary grades. Exceptional Children, 63, 195-209.
Salisbury, C.L., Wilson, L.L., Swartz, T.J., Palombaro, & Wassel, J. (1997). Using action research to solve instructional challenges in inclusive elementary school settings. Education and Treatment of Children, 20, 21-39.
Sandler, A.G. (1997). Physical and occupational therapy services: Use of a consultative therapy model in the schools. Preventing School Failure, 41, 164-167.
Schilling, M.L., & Coles, R. (1997). From exclusion to inclusion: A historical glimpse at the past and reflections of the future. Journal of Physical Education, Recreation and Dance, 68(8), 42-44.
Schums, J.S., Vaughn, S., & Harris, J. (1997). Pyramid power for collaborative planning. Teaching Exceptional Children, 29(6), 62-66.
Schlichter, C.L., Larkin, M.J., Casareno, A.B., Ellis, E.S., Gregg, M., Mayfield, P., & Rountree, B.S. (1997). Partners in enrichment: Preparing teachers for multiple ability classrooms. Teaching Exceptional Children, 29(4), 4-9.
Schnorr, R.F. (1997). From enrollment to membership: "Belonging" in the middle and high school classes. Journal of the Association for Persons with Severe Handicaps, 22, 1-15.
Schoen, T.M., Auen, J., & Arvanitis, M. (1997). Children blossom in a special and general education integration program - a private child care center and a public school collaborate. Young Children, 52(2), 58-63.
Schumm, J.S., Vaughn, S., & Sobol, M.C. (1997). Are they getting it? How to monitor student understanding in inclusive classrooms. Intervention in School and Clinic, 32, 168-171.
Shaw, J., & Jamieson, J. (1997). Patterns of classroom discourse in an integrated, interpreted elementary school setting. American Annals of the Deaf, 142, 40-47.
Shinn, M.R., Powell-Smith, K.A., Good III, R.H., & Baker, S. (1997). The effects of reintegration into general education reading instruction for students with mild disabilities. Exceptional Children, 64, 59-79.
Sideridis, G.D., & Chandler, J.P. (1997). Assessment of teacher attitudes toward inclusion of students with disabilities: A confirmatory factor analysis. Adapted Physical Activity Quarterly, 15, 51-64.
Simpson, R.L., Ormsbee, C.K., & Myles, B.S. (1997). General and special educators' perceptions of preassessment-related activities and team members. Exceptionality, 7, 157-167.
Sinibaldai, R. (1997). Bowling--A strike for inclusion. Journal of Physical Education, Recreation and Dance, 68(7), 51-53.
Smalley, K.A., Certo, N.J., & Goetz, L. (1997). Effect of a staff training package on increasing community integration for people with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 42-48.
Smith, A.C. (1997). Systemic education reform and school inclusion: A view from a Washington office window. Education and Treatment of Children, 20, 7-20.
Smith, J.D., & Hilton, A. (1997). The preparation and training of the educational community for the inclusion of students with developmental disabilities: The MRDD position. Education and Training in Mental Retardation and Developmental Disabilities, 32, 3-10 .
Smith, R. (1997). Varied meanings and practice: Teacher's perspectives regarding high school inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 235-244.
Sontag, J.C. (1997). Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms. Exceptional Children, 63, 389-404.
Taylor, R.L., Richards, S.B., Goldstein, P.A., & Schilit, J. (1997). Inclusive environments: Teacher perceptions of inclusive settings. Teaching Exceptional Children, 29(3), 50-54.
Thousand, J., Rosenberg, R.L., Bishop, K.D., & Villa, R.A. (1997). The evolution of secondary inclusion. Remedial and Special Education, 18, 270-284, 306.
Tomlinson, C.A., Callahan, C.M., Tomchin, E.M., Eiss, N., Imbeau, M., & Landrum, M. (1997). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Exceptional Children, 63, 269-282.
Turnbull, A.P., & Ruef, M. (1997). Family perspectives on inclusive lifestyle for people with problem behavior. Exceptional Children, 63, 211-227.
Turner, N., & Traxler, M. (1997). Children's literature for the primary inclusive classroom: Increasing understanding of children with hearing impairments. American Annals of the Deaf, 142, 350-355.
Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ABCDEs of co-teaching. Teaching Exceptional Children, 30(2), 4-10.
Walther-Thomas, C.S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407.
Weaver, T. (1997). Integrating students with disabilities with general education students in various physical education activities at the middle school level. Palaestra, 13(3), 26-27, 45.
Wehby, J.H., Symonds, F.J., & Hollo, A. (1997). Promote appropriate assessment. Journal of Emotional and Behavioral Disorders, 5, 45-54.
Weigle, K.L. (1997). Positive behavior support as a model for promoting educational inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 36-48.
Wigle, S.E., & Wilcox, D.J. (1997). Teacher and administrator attitudes toward full inclusion in rural mid-America. Rural Special Education Quarterly, 16(1), 3-7.
Wilhite, B., Mushett, C.A., Goldenberg, L., & Trader, B.R. (1997). Promoting inclusive sport and leisure participation: Evaluation of the paralympic day in the schools model. Adapted Physical Activity Quarterly, 14, 131-146.
Wilson, C. (1997). Mainstream or "deaf school?" Both! say deaf students. Perspectives in Education and Deafness, 16(2), 10-19.
Witt, J., Noell, G., LaFleur, L., & Mortenson, B. (1997). Teacher use of interventions in general education settings: measurement and analysis of the independent variable. Journal of Applied Behavior Analysis, 30, 693-696.
Wright, J.V., Morton, R.C., & Beale, E.W. (1997). Including the multicultural student with AD/HD in the regular classroom. Attention, 4(2), 28-31.
Willson-Quayle, A., & Pasnak, R. (1997). The training of class inclusion and English language skills in young Latino children. Journal of Research in Childhood Education, 11, 152-162.
Winter, S.M., & Van Reusen, A.K. (1997). Inclusion and kindergartners who are deaf or hard of hearing: Comparing teaching strategies with recommended guidelines. Journal of Research in Childhood Education, 11, 114-134.
Wolery, M., Anthony, L., Snyder, E.D., Werts, M.G., & Katzenmeyer, J. (1997). Training elementary teachers to embed instruction during classroom activities. Education and Treatment of Children, 20, 40-58.
Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on acaemically low-achieving students in inclusive settings. Exceptional Children, 63, 373-388.
Wyatt-Smith, C. & Dooley, K. (1997). Shaping Australian policy on cultural understandings: Alternative approaches to inclusive education. International Journal of Inclusive Education, 1, 267-282.
Yasutake, D., & Lerner, J. (1997). Parents' perceptions of inclusion: A survey of parents of special education and non-special education students. Learning Disabilities: A Multidisciplinary Journal,8, 117-120.
Yell, M.L., & Shriner, J.G. (1997). The IDEA amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Focus on Exceptional Children, 30(1), 1-19.
Young, B., Simpson, R.L., Myles, B.S., & Kamps, D.M. (1997). An examination of paraprofessional involvement in supporting inclusion of students with autism. Focus on Autism and other Developmental Disabilities, 12, 31-38, 48.
Addendum 6: January 1998-December 1999
Agoratus, L. (1999). How to make inclusion work. Exceptional Parent, 29(2) 28-33.
Agoratus, L. (1999). Working together: Corporations and special needs organizations open doors to a diverse workplace. Exceptional Parent, 29(12), 34, 36-37, 39-41.
Aiello, J. & Bullock, L. (1999). Building commitment to responsible inclusion. Preventing School Failure, 27, 99-102.
Ainscow, M., Farrell, P., Tweddle, D. & Malki, G. (1999). The role of LEAs in developing inclusive policies and practices. British Journal of Special Education, 26, 136-140.
Alber, S.R., Heward, W.L., & Hippler, B.J. (1999). Teaching middle school students with learning disabilities to recruit positive teacher attention. Exceptional Children, 65, 253-270.
Alderson, P. & Goodey, C. (1999). Autism in special and inclusive schools: There has to be a point to their going there. Disability & Society, 14, 249-261.
Allan, J. (1999). Actively seeking inclusion: Pupils with special education needs in mainstream school. Phildelphia, PA: Falmer Press. (371.9046 ALL - Book)
Andrews, S. (1998). Using inclusive literature to promote positive attitudes toward disabilities. Journal of Adolescent and Adult Literacy, 41, 420-426.
Appl, D.J. (1998). Children with Down syndrome: Implications for adult-child interactions in inclusive settings. Childhood Education, 75, 39-43.
Armendariz, F. & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1, 152-158.
Armstrong, F. (1999). Inclusion, curriculum and the struggle for space in school. International Journal of Inclusive Education, 3, 75-87.
Armstrong, D., Dolinski, R. & Wrapson, C. (1999). What about Chantel? From inside out: an insider's experience of exclusion. International Journal of Inclusive Education, 3, 27-36.
Artesani, A.J., Mallar, L. (1998). Positive behavior supports in general education settings: Combining person-centered planning and functional analysis. Intervention in School and Clinic, 34, 33-38.
Artiles, A., Barreto, R., Pena, L., & McClafferty, K. (1998). Pathways to teacher learning in multicultural contexts: A longitudinal case study of two novice bilingual teachers. Remedial and Special Education, 19, 70-90
Ashtion, T.M. (1999). Spell checking: Making writing meaningful in the inclusive classroom. Teaching Exceptional Children, 32(2), 24-27.
Autin, D. (1999). Inclusion and the new IDEA. Exceptional Parent, 29(5), 66, 68-70.
Bahr, R., Velleman, S. & Ziegler, M. (1999). Meeting the challenge of suspected developmental apraxia of speech through inclusion. Topics in Language Disorders, 19(3), 19-35.
Bailey, Jr., D., McWilliam, R, Buysse, V., & Wesley, P. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Research Quarterly, 13, 27-47.
Balcazar, F., Mackay-Murphy, M., Keys, C., Henry, D., & Bryant, F. (1998). Assessing perceived agency adherence to the values of community inclusion: Implications for staff satisfaction. American Journal on Mental Retardation, 102, 451-463.
Bannister, C., Sharland, V., Thomas, G., Upton, V. & Walker, D. (1998). Changing from a special school to an inclusion service. British Journal of Special Education, 25, 65-69.
Barnes, M. (1999). Strategies for collaboration: A collaborative teaching partnership for an inclusion classroom. Reading & Writing Quarterly, 15, 233-238.
Barnett, C. (1998). Principal's knowledge of and attitudes toward inclusion. Remedial and Special Education, 19, 181-192.
Barton, L. & Slee, R. (1999). Competition, selection and inclusive education: Some observations. International Journal of Inclusive Education, 3, 3-12
Barton, L. & Slee, R. (1999). Introduction: Competition, selection and inclusive education. International Journal of Inclusive Education, 3, 1-2.
Battiste, M. (1998). The question, "What do I do when my child with special needs becomes an adult with special needs?" is answered through a residential program that promotes assisted independence. Exceptional Parent, 28(6), 72, 75.
Bauer, A.M., & Shea, T.M. (1999). Inclusion 101: How to teach all learners. Baltimore, MD: Paul H Brookes Publishing Company. (371.102 BAU – Book)
Beaumont, C.J. (1999). Dilemmas of peer assistance in a bilingual full inclusion classroom. Elementary School Journal, 99, 233-254.
Beckman, P., Barnwell, D., Horn, E., Hanson, M., Gutierrez, S. & Lieber, J. (1998). Communities, families and inclusion. Early Childhood Research Quarterly, 13, 125-150.
Beloin, K. (1998). Strategies for developing inclusive practices in small, rural schools. Rural Special Education Quarterly, 17(1), 12-20.
Beloin, K.S., & Peterson, M. (1998). Teaching the inclusive teacher: Restructuring the mainstreaming course in teacher education. Teacher Education and Special Education, 21, 306-318.
Bennett, T., Lee, H., & Lueke, B. (1998). Expectations and concerns: What mothers and fathers say about inclusion. Education and Training in Mental Retardation and Developmental Disabilities, 33, 108-122.
Beverly, C. & Thomas, S (1999). Family assessment and collaboration building: conjoined processes. International Journal of Disability, Development and Education, 46, 179-197.
Blamires, M. (Eds.). (1999). Enabling technology for inclusion. Thousand Oaks, CA: Corwin Press. (371.39445 BLA - Book)
Blinde, E., & McCallister, S. (1998). Adapted Physical Education: Listening to the voices of students with physical disabilities: Experiences in the physical education classroom. Journal of Physical Education, Recreation & Dance, 69(6), 64-68.
Block, M. (1999). Attitudes of youth baseball coaches toward players with mild mental retardation. Palaestra, 15(3), 30-36.
Block, M.E. (1999). Did we jump on the wrong bandwagon? Part 2: Making general physical education work. Palaestra, 15(4), 34-36, 38-42.
Block, M.E. (1993). Did we jump on the wrong bandwagon? Part I: Problems with inclusion in physical education. Palaestra, 15(3), 30-36.
Block, M, & Malloy, M. (1998). Attitudes on inclusion of a player with disabilities in a regular softball league. Mental Retardation 36, 137-144.
Bloom, L.A., Perlmutter, J., & Burrell, L. (1999). The general educator: Applying constructivism to inclusive classrooms. Intervention in School and Clinic, 34, 132-136.
Bloom, L., Perlmutter, J. & Burrell, L. (1999). Intervention in school and clinic. The General Educator, 34(3), 132-136.
Brennan, J.P., II, & Brennan, K.B. (1999). How the M.A.P. Club changed perceptions of students with special needs. Rural Special Education Quarterly, 18(2), 5-9.
Brown, W., Odom, S., Li, S. & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. Journal of Special Education, 33, 138-153.
Brownell, M. & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-164.
Bruder, M. (1998). A collaborative model to increase the capacity of childcare providers to include young children with disabilities. Journal of Early Intervention, 21, 177-186.
Bryant, R., Dean, M., Elrod, G.F., & Blackburn, J.M. (1999). Rural general education teachers' opinions of adaptations for inclusive classrooms: A renewed call for dual licensure. Rural Special Education Quarterly, 18(1), 5-11.
Buell, M.J., Gamel-McCormick, M., & Hallam, R.A. (1999). Inclusion in a childcare context: Experiences and attitudes of family childcare providers. Topics in Early Childhood Special Education, 19, 217-224.
Buell, M., Gamel-McCormick & Hallam, R. (1999). Inclusion in a childcare context: Experiences and attitudes of family childcare providers. Topics in Early Childhood Special Education, 19, 217-224.
Buell, M., Hallam. R., Gamel-McCormick M. & Scheer, S. (1999). A survey of general and special education teachers' perceptions and inservice needs concerning inclusion. International Journal of Disability, Development and Education, 46, 143-156.
Bugaj, S. (1998). Intensive scheduling and special education in secondary schools: Research and recommendations. NASSP Bulletin, 82(524), 33-39.
Bunch, G. (1999). Inclusion: How to: Essential classroom strategies. Toronto, Ontario: Inclusion Press. (371.9046 BUN - Book)
Burke, M., Hagan, S. & Grossen, B (1998). What curricular designs and strategies accommodate diverse learning needs improve their ability to work independently. Teaching Exceptional Children, 31(1), 34-38.
Buysse, V., Wesley, P., Bryant, D. & Gardner, D. (1999). Quality of early childhood programs in inclusive and non-inclusive settings. Exceptional Children, 65, 301-314.
Buysse, V., Wesley, P. & Keyes, L. (1998). Implementing early childhood inclusion: Barrier and support factors. Early Childhood Research Quarterly, 13, 169-184.
California University, Center for Mental Health Schools. (1998). Least intervention needed: Toward appropriate inclusion of students with special needs. An introductory package. Los Angeles, CA: Author. (ED 425 239 – Microfiche, 66 pages)
Calloway, C. (1999). 20 Ways to…promote friendship in the inclusive classroom. Intervention in School and Clinic, 34, 176-177.
Carpenter, S., King-Sears, M. & Keys, S. (1998). Counselors & educators & families as a transdisciplinary team = more effective inclusion for students with disabilities. Professional School Counseling, 2(1), 1-9.
Carrington, S. (1999). Inclusion needs a different school culture. International Journal of Inclusive Education, 3, 257-268.
Cassady, J. (1998). Wordless books: No-risk tools for inclusive middle-grade classrooms. Journal of
Adolescent and Adult Literacy, 41, 428-433.
Cavallaro, C.C., Ballard-Rosa, M., & Lynch, E.W. (1998). A preliminary study of inclusive special education services for infants, toddlers, and preschool-age children in California. Topics in Early Childhood Special Education, 18, 169-182.
Cavallaro, C.C., & Haney, M. (1999). Preschool inclusion. Baltimore, MD: Paul H Brookes Publishing Company. (371.90472 CAV – Book)
Center for Community Inclusion, Maine's University Affiliated Program, University of Maine (1999). Foundations for inclusive education: A staff development guide. Orono, ME: Author.
(IE 371.9046 CEN – Inservice Education/Curriculum)
Chimedza, R. (1998). The cultural politics of integrating deaf students in regular schools in Zimbabwe. Disability & Society, 13, 493-502.
Chow, V. & Kasari, C. (1999). Task-related interactions among teachers and exceptional, at-risk, and typical learners in inclusive classrooms. Remedial and Special Education, 20, 226-232.
Clark, C., Dyson, A., Millward, A. & Robson, S. (1999). Inclusive education and schools as organizations. International Journal of Inclusive Education, 3, 37-51.
Clough, P., (1999). Exclusive tendencies: Concepts, consciousness and curriculum in the project of inclusion. International Journal of Inclusive Education, 3, 63-73.
Clough, P. (Ed.) (1998) Managing inclusive education.: From policy to experience Thousand Oaks, CA: Sage Publications, Inc. (371.9046 CLO - Book)
Cochran, H.K. (1998). Differences in teacher' attitudes toward inclusive education as measured by the Scale of teachers' attitudes toward inclusive classrooms (STATIC). Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 14-16, 1998).(ED 426 548 – Microfiche, 33 pages)
Cole, P. (1999). The structure of arguments used to support or oppose inclusion policies for students with disabilities. Journal of Intellectual & Developmental Disability, 24, 215-225.
Coleman, M., Webber, J., & Algozzine, B. (1999). Inclusion and students with emotional/behavioral disorders. Special Services in the Schools, 15, 25-47.
Colwell, C. (1998). Effects of information on elementary band students' attitudes toward individuals with special needs. Journal of Music Therapy, 35, 19-33.
Cook, B.G., & Semmel, M.I. (1999). Inclusion and students with mental retardation: Theoretical perspectives and implications. Special Services in the Schools, 15, 9-71.
Cook, B. & Semmel, M. (1999). Peer acceptance of included students with disabilities as a function of severity of disability and classroom composition. Journal of Special Education, 33, 50-61.
Cook, B.G., Semmel, M.I., & Gerber, M.M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities: Critical differences of opinion. Remedial and Special Education, 20, 199-207, 243.
Cooper, M., Griffith, K. and Filer, J. (1999). School intervention for inclusion of students with and without disabilities. Focus on Autism and Other Developmental Disabilities, 14, 110-115.
Coots, J., Bishop, K. & Grenot-Scheyer, M. (1998). Supporting elementary age students with significant disabilities in general education classrooms: Personal perspectives on inclusion. Education and Training in Mental Retardation and Developmental Disabilities, 33, 317-330.
Corbett, J. (1999). Inclusive education and school culture. . International Journal of Inclusive Education, 3, 53-61.
Cornoldi, C., Terreni, A., Scruggs, T. & Mastropieri, M. (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education 19, 350-356.
Coutinho, M.J., & Repp, A.C. (1999). Inclusion: The integration of students with disabilities. Belmont, CA: Wadsworth Publishing Company. (371.9046 COU - Book)
Craft, M., Alber, S. & Heward, W. (1998). Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: Effects on teacher praise and academic productivity. Journal of Applied Behavior Analysis, 31, 399-415.
Crockett, J. & Kauffman, J. (1998). Taking inclusion back to its roots. Educational Leadership, 56 (2), 74-77.
Daniels, H., & Garner, P. (Eds.). (1999). Inclusive education: World yearbook of education. Sterling, VA: Stylus Publishing, Inc. (371.9046 DAN - Book)
Daniels, V. (1998). How to manage disruptive behavior in inclusive classrooms. Teaching Exceptional Children, 30(4), 26-31.
Daniels, V. & Vaughn, S. (1999). A tool to encourage "Best Practice" in full inclusion. Teaching Exceptional Children, 31(5), 48-55.
Darrow, A. (1999). Music educators' perceptions regarding the inclusion of students with severe disabilities in music classrooms. Journal of Music Therapy, 36, 254-273.
Davern, L. (1999). Parents' perspectives on personnel attitudes and characteristics in inclusive school settings: Implications for teacher preparation programs. Teacher Education and Special Education, 22, 165-182.
De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14, 92-106.
DeBettencourt, L. (1999). General educators' attitudes toward students with mild disabilities and their use of instructional strategies. Remedial and Special Education, 20, 27-35.
Deck, M., Scarborough, J.L., Sferrazza, M.S., & Estill, D.M. (1999). Serving students with disabilities: Perspectives of three school counselors. Intervention in School and Clinic, 34, 150-155.
Deering, P. (1998). Making comprehensive inclusion of special needs students work in middle school. Middle School Journal, 29(3), 12-19.
Delisle, J. (1999). For gifted students, full inclusion is a partial solution. Educational Leadership, 57(3), 80-83.
Deslandes, R., Royer, E. & Pierre, D. (1999). Patterns of home and school partnership for general and special education students at the secondary level. Exceptional Children, 65, 496-506.
Dinnebeil, L.A., McInerney, W., Fox, C.M & Juchartz-Pendry, K. (1998). An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based programs. Topics in Early Childhood Special Education, 18, 118-128.
Dirling, J. (1999). Inclusion: Enhancing resilience. Preventing School Failure, 43, 125-128.
Doelling, J., Bryde, S., Brunner, J. & Martin, B. (1998). Collaborative planning for inclusion of a student with developmental disabilities. Middle School Journal, 29(3), 34-39.
Dover, W. (1999). Inclusion: The next step (Video Series). Manhattan, KS: The MASTER Teacher, Inc. (IE 371.9 DOV – Inservice Education/Videotapes)
Tape 1: Building consensus for inclusive education (35 – 40 minutes)
Tape 2: Understanding your inclusion options (35 – 40 minutes)
Tape 3: Planning effective modifications and accommodations (35 – 40 minutes)
Tape 4: Delivering necessary support (35 – 40 minutes)
Duchane, K. & French, R. (1998). Attitudes and grading practices of secondary physical educators in regular education settings. Adapted Physical Activity Quarterly, 15, 370-380.
Duchardt, B., Marlow, L., Inman, D., Christensen, P., & Reeves, M. (1999). Collaboration and co-teaching: General and special education faculty. Clearing House, 72, 186-190.
Duhaney, L.M.G. (1999). A content analysis of state education agencies' policies/position statements on inclusion. Remedial and Special Education, 20, 367-378.
Dunbar, C. (1999). African American males and participation: Promising inclusion, practicing exclusion. Theory into Practice, 38, 241-246.
Duncan, J. (1999). Conversational skills of children with hearing loss and children with normal hearing in an integrated setting. Volta Review, 101, 193-211.
Elliot, D., & McKenney, M. (1998). Four inclusion models that work.. Teaching Exceptional Children, 30(4), 54058.
Elliott, J., Ysseldyke, J., Thurlow, M. & Erickson, R. 1998). What about assessment and accountability? Teaching Exceptional Children, 31(1), 20-27.
Elliott, S., Kratochwill, T. & Schulte, A. (1998). The assessment accommodation checklist. Teaching Exceptional Children 31(2), 10-14.
Ellis, J., Hart, S. & Small-McGinley, J. (1998). The perspectives of "difficult" students on belonging and inclusion in the classroom. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems 7, 142-146.
Epstein, M., Munk, D., Bursuck, W., Polloway, E. & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. Journal of Special Education, 33, 166-176.
Erickson, K. & Koppenhaver, D. (1998). Using the "write talk-nology" with Patrik. Teaching Exceptional Children, 31(1), 58-64.
Erickson, R., Ysseldyke, J., Thurlow, M. & Elliott, J. (1998). Inclusive assessments and accountability systems. Teaching Exceptional Children, 31(2), 4-9.
Erwin, E., Alimaras, E. & Price, N. (1999). A qualitative study of social dynamics in an inclusive preschool. Journal of Research in Childhood Education, 14(1), 56-67.
Espin, C., Deno, S. & Albayrak-Kaymak, D. (1998). Individualized education programs in resource and inclusive settings: How "Individualized" are they? Journal of Special Education, 32, 164-174.
Espinosa, L., Gillam, R., Busch, R. & Patterson, S. (1998). Evaluation of an inservice model to train child care providers about inclusion. Journal of Research in Childhood Education, 12, 130-142.
Etscheidt, S., & Bartlett, L. (1999). The IDEA amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65, 163-174.
Fagan, T.K. (1999). An evolutionary process with an uncertain future: Commentary on inclusion practices with special needs students. Special Services in the Schools, 15, 193-202.
Farber, J.G., & Klein, E.R. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30(1), 83-91.
Federico, M., Herrold, W. & Venn, J. (1999). Helpful tips for successful inclusion: A checklist for educators. Teaching Exceptional Children, 32(1), 76-82.
Feiler, A. & Gibson, H. (1999). Threats to the inclusive movement. British Journal of Special Education, 26, 147-152.
Ferguson, P.M., & Ferguson, D. (1998). The future of inclusive educational practice: Constructive tension and the potential for reflective reform. Childhood Education, 74, 302-308.
Finson, K.D., & Ormsbee, C.K. (1998). Rubrics and their use in inclusive science. Intervention in School and Clinic, 34, 79-88
Fisher, D. (1999). According to their peers: Inclusion as high school students see it. Mental Retardation, 37, 458-467.
Fisher, D., Frey, N., & Sax, C. (1999). Inclusive elementary schools: Recipes for success. Colorado Springs, CO: PEAK Parent Center. (VF-Vertical File/Inclusion)
Fisher, D., Sax, C., & Pumpian, I. (1999). Inclusive high schools: Learning from contemporary classrooms. Baltimore, MD: Paul H Brookes Publishing Company. (371.9 FIS - Book)
Fisher, D., Pumpian, I., & Sax, C. (1998). High school students' attitudes about and recommendations for their peers with significant disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 272-282.
Fisher, D., & Sax, C. (1999). Noticing differences between secondary and postsecondary education: Extending Agran, Snow, and Swaner's discussion. Journal of the Association for Persons with Severe Handicaps, 24, 303-305.
Fisher, D., Sax, C., Rodifer, K. & Pumpian, I. (1999). Teachers' perspectives of curriculum and climate changes. Journal for a Just and Caring Education, 5, 256-268.
Fisher, J., Deshler, D. & Schumaker, J. (1999). The effects of an interactive multimedia program on teachers' understanding and implementation of an inclusive practice. Learning Disability Quarterly, 22, 127-142.
Folsom-Meek, S. (1998). Licensure of adapted physical education teachers and undergraduates' attitudes toward students with disabilities. Perceptual and Motor Skills, 86, 1117-1118.
Forlin, C. (1998). Teachers' personal concerns about including children with disabilities in regular classrooms. Journal of Developmental and Physical Disabilities, 10, 87-106.
Fowler, S. (1999). The first installment of a serial novel on inclusive practices: Tell me more. Journal of Early Intervention, 22, 203-204.
Freeman, S.F.N. & Alkin, M.C., & Kasari, C. (1999). Satisfaction and desire for change in educational placement for children with Dow syndrome: Perceptions of parents. Remedial and Special Education, 20, 143-151.
French, N. (1999). Using modeling, manipulative, and mnemonics with eighth-grade math students. Teaching Exceptional Children, 32(2), 74.
Friend, M., & Bursuck, W.D. (1999). Including students with special needs: A practical guide for classroom teachers (2nd edition). Needham Heights, MA: Allyn and Bacon. (371.9046 FRI - Book)
Fuchs, L., & Fuchs. D. (1998). Building a bridge across the canyon. Learning Disability Quarterly, 21, 99-101.
Fuchs, D., & Fuchs, L. (1998). Competing visions for educating students with disabilities: Inclusion versus full inclusion. Childhood Education, 74, 309-316.
Fuchs. L., & Fuchs, D. (1998). General educators' instructional adaptations for students with learning disabilities. Learning Disability Quarterly, 21, 23-33.
Gafney, K. (1999). To be included. Exceptional Parent, 29(2), 48-50.
Gent, P. & Gurecka, L. (1998). Service learning: A creative strategy for inclusive classrooms. Journal of the Association for Persons with Severe Handicaps, 23, 261-271.
Gerent, M.C. (1998). Successful inclusion of students with disabilities: Modifying content delivery and materials in inclusive classrooms. Paper presented at the Annual China-U.S. Conference on Education (2nd, Beijing, China, July 14-19, 1998). (ED 429 379 – Microfiche, 13 pages)
Gersten, R., Baker, S., & Marks, S. (1998). Reflections on "A view from across the Grand Canyon" by Richardson and Anders and the compatibility of qualitative and quantitative research. Learning Disability Quarterly, 21, 102-104.
Gettinger, M., Stoiber, K., Goetz, D. & Caspe E. (1999). Competencies and training needs for early childhood inclusion specialists. Teacher Education and Special Education, 22, 41-54.
Gettinger, M., Stoiber, K. & Lange, J. (1999). Collaborative investigation of inclusive early education practices: A blueprint for teacher-researcher partnership. Journal of Early Intervention, 22, 257-265.
Giangreco, M.F. (1998). Quick-guides to inclusion 2: Ideas for educating students with disabilities. Baltimore, MD: Paul H Brookes Publishing Company. (IE 371.9046 GIA-Inservice Materials/Book)
Giangreco, M.F. (1998). Quick-guides to inclusion 2: Ideas for educating students with disabilities. Baltimore, MD: Paul H Brookes Publishing Company. (IE 371.9046 GIA – Inservice Materials/Book)
Giangreco, M.F. Cloninger, C.J., Chigee, J., & Iverson, V.S. (1998). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (2nd edition). Baltimore, MD: Paul H Brookes Publishing Company. (371.90460973 GIA – Book)
Giangreco, M., Whiteford, T., Whiteford & Doyle, M. (1998). Planning for Andrew: The use of COACH and VISTA in an inclusive preschool program. International Journal of Disability, Development and Education, 45, 375-396.
Gibb, G., Ingram, C., Dyches, T., Allerd, K., Egan, M., & Young, Y. (1998). Developing and evaluating an inclusion program for junior high students with disabilities: A collaborative team approach. B.C. Journal of Special Education 21, 33-44.
Gibb, S., Allred, K., Ingram, C., Young, J. & Egan, W. (1999). Lessons learned from the inclusion of students with emotional and behavioral disorders in one junior high school. Behavioral Disorders, 24, 122-136.
Gindis, B. (1999). Vygotsky's vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education, 20, 333-340.
Goessling, D.P. (1998). The invisible elves of the inclusive school – paraprofessionals. Paper presented at the Annual meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). (ED 421 806 – Microfiche, 20 pages)
Goldman, R., Sapp, G., & Foster, A. (1998). Reading achievement by learning disabled students in resource and regular classes. Perceptual and Motor Skills, 86, 192-194.
Goessling, D. (1998). Inclusion and the challenge of assimilation for teachers of students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 238-251.
Gold, S., Liepack, S., Scott, M. & Benjamin-Wise, S. (1999) Creating inclusive classrooms: A report from the field. Young Exceptional Children, 2(2), 2-8.
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(371.90460973 JOR - Book)
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Salend, S. (1999). Facilitating friendships among diverse students. Intervention in School and Clinic, 35, 9-15.
Salend, S. (1999). So what's with our inclusion program? Evaluating educators' experiences and perceptions. Teaching Exceptional Children, 32(2), 46-54.
Salend, S. Duhaney, L. & Garrick, L.M. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20, 114-126.
Salisbury, C.L., Wilson, L.L., & Palombaro, M.M. (1998). Promoting inclusive schooling practices through practitioner directed inquiry. Journal of the Association for Persons with Severe Handicaps, 23, 223-237.
Sall, N. & Mar, H. (1999). In the community of a classroom: Inclusive education of a student with deaf-blindness. Journal of Visual Impairment & Blindness, 93, 197-210.
Schmidt, J. (1998). Where there's a will there's a way: The successful inclusion of a child with autism. B.C. Journal of Special Education, 21, 45-63.
Schumaker, J. & Lenz, K. (Eds.). (1999). Adapting language arts, social science, and science materials for the inclusive classroom. Reston, VA: The Council for Exceptional Children. (371.9044 SCH - Book)
Schumm, J. S. (1999). Adapting reading and math materials for the inclusive classroom: Volume 2: Kindergarten through fifth grade. Reston, VA: The Council for Exceptional Children. (371.90444 SCH - Book)
Schumm, J., & Vaughn, S. (1998). Introduction to special issue on teacher's perceptions: Issues related to the instruction of students with learning disabilities. Learning Disability Quarterly, 21, 3-5.
Schwartz, I., Billingsley, F., & McBride, B. (1998). Including children with autism in inclusive preschools: Strategies that work. Young Exceptional Children, 1(2), 19-26.
Schwartz, I.S., Odom, S.L., & Sandall, S.R. (1999). Including young children with special needs. Child Care Information Exchange, 130, 74-78.
Scott, B., Vitale, M., & Masten, W. (1998). Implementing instructional adaptations for students with disabilities in inclusive classrooms. Remedial and Special Education, 19, 106-119.
Seward, K. (1999). Some reflections on philosophy and practice. Roeper Review, 21, 300-301.
Shapiro, A. (1999). Everybody belongs: Changing negative attitudes toward classmates with disabilities. New York, NY: RoutledgeFalmer. (306.432 SHA)
Shapiro, E., Miller, D., Sawka, K., Gardill, C. & Handler, M. (1999). Facilitating the inclusion of students with EBD into general education classrooms. Journal of Emotional and Behavioral Disorders, 7(2), 83-93.
Shukla, S., Kennedy, C. & Cushing, L. (1999). Intermediate school students with severe disabilities: Supporting their social participation in general education classrooms. Journal of Positive Behavior Interventions, 1, 130-140.
Siegel-Causey, E., McMorris, C., McGowen, S. & Sands-Buss, S. (1998). In junior high you take earth science: Including a student with severe disabilities into an academic class. Teaching Exceptional Children, 31(1), 66-72.
Silliman, E., Ford, C., Beasman, J. & Evans, D. (1999). An inclusion model for children with language learning disabilities: Building classroom partnerships. Topics in Language Disorders, 19, 1-18.
Simmons, D., Kameenui, E., & Chard, D. (1998). General education teachers' assumptions about learning and students with learning disabilities: Design-of-instruction analysis. Learning Disability Quarterly, 21, 6-21.
Simons, J. (1998). Response to Chesley and Calaluce on inclusion. Mental Retardation, 36, 322-324.
Smith, B.J., & Rapport, M.J.K. (1999). Early childhood inclusion policy and systems: What do we know? Denver, CO: University of Colorado. (ED 436 035 – Microfiche, 16 pages)
Smith, B.J., & Rapport, M.J.K. (1999). IDEA and early childhood inclusion. Denver,CO: University of Colorado. (ED 436 036 – Microfiche, 14 pages)
Smith, M.K., & Smith, K.E. (1999). "I believe in inclusion, but…": Regular education early childhood teachers' perceptions of successful inclusion. Journal of Research in Childhood Education, 14, 161-180.
Smith, T.E.., & Dowdy, C.A. (1998). Educating young children with disabilities using responsible inclusion. Childhood Education, 74, 317-320.
Smith, T.E., Polloway, E.A., Patton, J.R., & Dowdy, C.A. (1998). Teaching students with special needs in inclusive settings (2nd edition). Needham Heights, MA: Allyn and Bacon. (371.9 SMI-Book)
Sobel, D. & Vaughn, N. (1999). Here comes the sun team. Teaching Exceptional Children, 32(2), 4-12.
Soodak, L., Podell, D., & Lehman, L. (1998). Teacher, student, and school attributes as predictors of teachers' responses to inclusion. Journal of Special Education, 31, 480-497.
Sorenson, B.R. (1999). Including students with disabilities. ERIC mini-bib EB 14. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ED 439 576 – Microfiche, 4 pages)
Soriano-Nagurski, L., Bailey, S., Kulak, A., Blasi, M.J., & Priestley, L. (1998). Four stories, four children, one special need: To be warmly included. Young Children, 53(2), 40-49.
Stanovich, P. (1999). Conversations about inclusion. Teaching Exceptional Children, 31(6), 54-58.
Stanovich, P., & Jordan, A. (1998). Canadian teachers' and principals' beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. Elementary School Journal, 98, 221-238.
Stanovich, P., Jordan, A., & Perot, J. (1998). Relative differences in academic self-concept and peer acceptances among students in inclusive classrooms. Remedial and Special Education, 19, 120-126.
Stewart, S. (1999). Good questions to ask: When a child with a developmental delay joins your class. Young Children, 54(5), 25-27.
Staub, D. (1998). Delicate threads: Friendships between children with and without special needs in inclusive settings. Bethesda, MD: Woodbine House. (FAM 302.34083 STA – Family Book)
Stoiber, K., Gettinger, M. & Goetz, D. (1998). Exploring factors influencing parents' and early childhood practitioners' beliefs about inclusion. Early Childhood Research Quarterly, 13, 107-124.
Strain, P., Wolery, M., & Izeman, S. (1998). Considerations for administrators in the design of service options for young children with autism and their families. Young Exceptional Children, 1(2), 8-16.
Strong, K. & Sandoval, J. (1999). Mainstreaming children with a neuromuscular disease: A map of concerns. Exceptional Children, 65, 353-366.
Stryker, D., & Luetke-Stahlman, B. (1999). The teaming of general educators and teachers of the deaf: Part 1. Perspectives in Education and Deafness, 17(3), 10-12.
Suvak, P.A. (1999). What do they really do? Activities of teachers of students with visual impairments. RE:view, 30(4), 181-190.
Swidererk, B. (1998). Integrating writing with full inclusion. Journal of Adolescent and Adult Literacy, 41, 406-407.
Tapasak, R. & Walther-Thomas, C. (1999). Evaluation of a first-year inclusion program. Remedial and Special Education, 20, 216-225.
Tarver-Behring, S., Spagna, M.E., & Sullivan, J. (1998). School counselors and full inclusion for children with special needs. Professional School Counseling, 1(3), 51-56.
Texas Planning Council for Developmental Disabilities. (1998). Community partnerships: Creating inclusion together. Texas planning council for developmental disabilities: Annual Report Fiscalyear 1997. Austin, TX: Author. (ED 424 716 – Microfiche, 21 pages)
Thousand, J., Diaz-Greenberg, R., Nevin, A., Cardelle-Elawar, M., Beckett, C., & Reese, R. (1999). Perspectives on a Freirean dialectic to promote inclusive education. Remedial and Special Education, 20, 323-327.
Thousand, J., & Villa, R.A. (1999). Inclusion: Welcoming, valuing, and supporting the diverse learning needs of all students in shared general education environments. Special Services in the Schools, 15, 73-108.
Tullbert, B. (1999). Creating collaborative and inclusive schools. Remedial and Special Education, 20, 379-380.
Turnbull, A., Pereira, L. & Blue- Udell, T., Peters, J., & Templeman, T.P. (1998). From philosophy to practice in inclusive early childhood programs. Teaching Exceptional Children, 30(3), 44-49.Banning, M. (1999). Parents' facilitation of friendships between their children with a disability and friends without a disability. Journal of the Association for the Severely Handicapped, 24, 85-99.
Udell, T., Peters, J., & Templeman, T.P. (1998). From philosophy to practice in inclusive early childhood programs. Teaching Exceptional Children, 30(3), 44-49.
Unger, D. & Luecking, R. (1998). Work in progress: Including students with disabilities in school-to-work initiatives. Focus on Autism and Other Developmental Disabilities, 13, 94-100.
University of New Hampshire Institute on Disability, UAP. (1999). High school inclusion: Equity and excellence in an inclusive community of learners. Baltimore, MD: Paul H Brookes Publishing Company. (371.90460973 UNI – Inservice Education/Videotape)
Valeo, A, & Bunch, G. (1998). Teacher attitudes, inclusion, and the curriculum. B.C. Journal of Special Education, 21, 6-19.
Vandercook, T. (1999). Weaving tapestries of inclusion: Seven threads to strengthen school membership. Minneapolis, MN: University of Minnesota, Institute on Community Integration.(ED 429 387 – Microfiche, 23 pages)
Vandercook, T., Nelson, M., Montie, J., & Bralts, B. (1998). A school dedicated to inclusion. Principal, 77(3), 37-39.
Van Kraayenoord, C.E., Barnett, J., Roberts, D., Moni, K.B. (1999). Literacy assessment and student diversity: An Australian case study. International Journal of Disability, Development and Education, 46, 51-70.
Vaughn, S., Elbaum, B., Schumm, J. & Hughes, M. (1998). Social outcomes for students with and without learning disabilities in inclusive classrooms. Journal of Learning Disabilities, 31, 428-436.
Vaughn, S., Hughes, M.T., Klingner, J., & Schumm, J.S. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning Disability Quarterly, 21, 57-74.
Vaughn, S. & Klingner, J. (1998). Students' perceptions of inclusion and resource room settings. Journal of Special Education, 32, 79-88.
Vaughn, S., Reiss, M., Rothlein, L. & Hughes, M. (1999). Kindergarten teachers' perceptions of instructing students with disabilities. Remedial and Special Education, 20, 184-191.
Vaughn, S., Schumm, J., & Brick, J. (1998). Using a rating scale to design and evaluate inclusion programs. Teaching Exceptional Children, 30(4), 41-45.
Vaughn, S., Terejo Hughes, M., Shay Schumm, J., & Klingner, J. (1998). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning Disability Quarterly, 21, 57-74.
Wade, J. (1999). Including all learners: QCA's approach. British Journal of Special Education, 26(2), 80-82.
Wadsworth, D. & Knight, D. (1999). Preparing the inclusion classroom for students with special physical and health needs. Intervention in School and Clinic, 34(3), 170-175.
Wagner, S. (1999). Inclusive programming for elementary students with autism. Arlington, TX: Future Horizons. (618.928982 WAG –Book)
Waldron, N., & McLeskey, J. (1998). The effects of an inclusive school program on students with mild and severe learning disabilities. Exceptional Children, 64, 395-405.
Waldron, N., McLeskey, J. & Pacchiano, D. (1999). Giving teachers a voice: Teachers' perspectives regarding elementary inclusive school programs (ISP). Teacher Education and Special Education, 22, 141-153.
Waldron, K. & Van Zandt Allen, L. (1999). Successful strategies for inclusion at the middle level. Middle School Journal, 30(4), 18-28.
Wasta, S., Scott, M., Marchand-Martells, N. & Harris, R. (1999). From the great wall to a great inclusive classroom. Teaching Exceptional Children, 31(6), 60-65.
Webb, D. & Pope, C. (1999). Including within an inclusive context: Going beyond labels and categories. Journal of Physical Education, Recreation & Dance, 70(7), 41-47.
Whitworth, J. (1999). Seven steps to successful inclusion. Jackson-Madison County, TN: Jackson-Madison County School District, Lighthouse Project. (ED 421 821 – Microfiche, 13 pages)
Wilhite, B., Devine, M. & Goldenberg, L. (1999). Perceptions of youth with and without disabilities: Implications for inclusive leisure programs and services. Therapeutic Recreation Journal, 33(1), 15-28.
Williams, B., & Katsiyannis, A. (1998). The 1997 IDEA amendments: Implications for school principals. NASSP Bulletin, 82(594), 12-18.
Williams, K.A. (1998). Disability awareness: 24 lessons for the inclusive classroom. Portland, ME: J. Weston Walch Publisher. (IM 371.9046 WIL – Instructional Material/Book)
Williams, L. & Downing, J. (1998). Membership and belonging in inclusive classrooms: What do middle school students have to say? Journal of the Association for the Severely Handicapped, 23, 98-110.
Wilson, B.A. (1999). Inclusion: Empirical guidelines and unanswered questions. Education and Training in Mental Retardation and Developmental Disabilities, 34, 119-133.
Williams, K.A. (1998). Disability awareness: 24 lessons for the inclusive classroom. Portland, ME: J. Weston Walch Publisher. (IM 371.9046 WIL – Instructional Material/Book)
Wolfberg, P., Zercher, C., Leiber, J., Capell, K., Matias, S., Hanson, M. & Odom, S. (1999). "Can I play with your?" Peer culture in inclusive preschool programs. Journal of the Association for the Severely Handicapped, 24, 69-84.
Wolfe, P., Boone, R., & Blanchett, W. (1998). Regular and special educators' perceptions of transition competencies. Career Development for Exceptional Individuals, 21, 87-106.
Wood, M. (1998). Whose job is it anyway? Education roles in inclusion. Exceptional Children, 64, 181-195.
Wright, E. (1999). Full inclusion of children with disabilities in the regular classroom: Is it the only answer? Social Work in Education, 21, 1-64.
Wright, J.A., & Kersner, M (1999). Teachers and speech and language therapists working with children with physical disabilities: Implications for inclusive education. British Journal of Special Education, 26, 201-205.
Yell, M. (1999). Education and the law: Inclusion and the courts. Preventing School Failure, 43, 84-85.
Yell, M. (1998). The legal basis of inclusion. Educational Leadership, 56(2), 70-73.
Yell, M. & Drasgow, E. (1999). A legal analysis of inclusion. Preventing School Failure, 43, 118-123.
Zirkel, P. (1998). Commentary: "The 'inclusion' case law: A factor analysis". West's Education Law Reporter, 127, 533-547.
Addendum 7: January 2000 – December 2000
Agran, M. & Alper, S. (2000). Curriculum and instruction in general education: implications for service delivery and teacher preparation. Journal of the Association for Persons with Severe Handicaps, 25, 167-174.
Ainscow, M., Farrell, P., & Tweddle, D. (2000). Developing policies for inclusive education: A study of the role of local education authorities. International Journal of Inclusive Education, 4, 211-229.
Aitken, M. (2000). Adapted physical education in high school. Exceptional Parent, 30(5), 37.
Albert, L.R., & Antos, J. (2000). Daily journals connect mathematics to real life. Mathematics Teaching in the Middle School, 5, 526-531.
Alton-Lee, A., Rietveld, C., Klenner, L., Dalton, N., Diggins, C., & Town, S (2000). Inclusive practice within the lived cultures of school communities: Research case studies in teaching, learning and inclusion. International Journal of Inclusive Education, 4, 179-210.
Arguelles, M., Hughes, M.T., & Schumm, J.S. (2000). Co-teaching: A different approach to inclusion. Principal, 79(4), 48, 50-51.
Aronson, S.S. (2000). Updates on a new vaccine, TB screening, and inclusion of children with special needs. Child Care Information Exchange, 135, 78-80.
Balboni, G., & Pedrabissi, L. (2000). Attitudes of Italian teachers and parents toward school inclusion of students with mental retardation: The role of experience. Education and Training in Mental Retardation and Developmental Disabilities, 35, 148-159.
Beck, A., Kingsbury, K., Neff, A. & Dennis, M. (2000). Influence of length of augmented message on children's attitudes toward peers who use augmentative and alternative communication. Augmentative and Alternative Communication, 16, 239-249.
Becker, H., Roberts, G. & Dumas, S. (2000). The inclusion inventory: a tool to assess perceptions of the implementation of inclusive educational practices. Special Services in the Schools, 16, 57-72.
Bedini, L.A. (2000). "Just sit down so we can talk:" Perceived stigma and community recreation pursuits of people with disabilities. Therapeutic Recreation Journal, 34(1), 55-68.
Belanger, N. (2000). Inclusion of 'pupils-who-need-extra-help': Social transactions in the accessibility of resource and mainstream classrooms. International Journal of Inclusive Education, 4, 231-252.
Beloin, K., & Peterson, M. (2000). For richer or poorer: Building inclusive schools in poor urban and rural communities. International Journal of Disability, Development and Education, 47, 15-24.
Beninghof, A. (2000). Making inclusion more successful: Practical behavior management strategies for the classroom grades K-6. Bellevue, WA: Bureau of Education and Research. (IE 371.9046 BEN – Inservice Education/Videotapes)
Beninghof, A. (2000). Making inclusion more successful: Practical classroom learning strategies grades K-6. Bellevue, WA: Bureau of Education & Research. (IE 371.9046 BEN – Inservice Education/Videotapes)
Biklen, D. (2000). Constructing inclusion: lessons from critical, disability narratives. International Journal of Inclusive Education, 4, 337-353.
Block, M.E. (2000). A teacher's guide to including students with disabilities in general education (2nd edition). Baltimore, MD: Paul H Brookes Publishing Company. (371.904486 BLO - Book)
Boudah, D., Knight, S., Kostohryz, C., Welch, N., Laughter, D. & Branch, R. (2000). Collaborative research in inclusive classrooms: an investigation with reflections by teachers and researchers. Teacher Education and Special Education, 23, 241-252.
Braaten, B., & Quinn, C. (2000). Successful inclusion of students with emotional and behavioral disorders: The Bryn-Mawr elementary school program. Preventing School Failure, 45, 15-17.
Brice, A., & Miller, R.J. (2000). Case studies in inclusion: What works, what doesn't. Communication Disorders Quarterly, 4, 237-241.
Bricker, D.D. (2000). Inclusion: How the scene has changed. Topics in Early Childhood Special Education, 20, 14-19.
Bruder, M. (2000). Renewing the inclusion agenda: attending to the right variables. Journal of Early Intervention, 23, 223-230.
Bryant, D.P., Vaughn, S., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2000). Reading outcomes for students with and without reading disabilities in general education middle-school content area classes. Learning Disability Quarterly, 23, 238-252.
Buchan, J. (2000). When different is the same. Exceptional Parent, 30(9), 71-72.
Bulgren, J.A., Deshler, D.D., Schumaker, J.B., & Lenz, K. (2000). The use and effectiveness of analogical instruction in diverse secondary content classrooms. Journal of Educational Psychology, 92, 426-441.
Byra, M., & Jenkins, J. (2000). Matching instructional tasks to learner ability: The inclusion style of teaching. Journal of Physical Education, Recreation & Dance, 71(3), 26-30.
Cavet, J. (2000). Research Section: It's a delicate thing: coping with a hidden disability in mainstream schools. British Journal of Special Education, 27, 154-159.
Cawley, M. (2000). Creating and maintaining schools for all students. High School Magazine, 7(7), 38-42.
Chapman, K. (2000). Traumatic brain injury: a regional study of rural special and general education preparation experiences. Rural Special Education Quarterly, 19(2), 3-14.
Choate, J.S. (2000). Successful inclusive teaching: Proven ways to detect and correct special needs (3rd edition). Needham Heights, MA: Allyn and Bacon. (371.90460973 CHO - Book)
Clark, S.G. (2000). The IEP process as a tool for collaboration. Teaching Exceptional Children, 33(2), 56-66.
Clark, S.G. (2000). The 'inclusion' of special education and related services: A study of school board/teacher association master agreements. West's Education Law Reporter, 144, 451-472.
Clough, J., & Corbett, J. (2000). Theories of inclusive education: A student's guide. Thousand Oaks, CA: Sage Publications. (371.9046 CLO – Book)
Colwell, C.M., & Thompson, L.K. (2000). "Inclusion" of information on mainstreaming in undergraduate music education curricula. Journal of Music Therapy, 37, 205-221.
Conatser, P., Block, M., & Lepore, M. (2000). Aquatic instructors' attitudes toward teaching students with disabilities. Adapted Physical Activity Quarterly, 17, 197-207.
Conderman, G., Ikan, P.A., & Hatcher, R.E. (2000). Student-led conferences in inclusive settings. Intervention in School and Clinic, 36, 22-26.
Conatser, P., Block, M., & Lepore, M. (2000). Aquatic instructors' attitudes toward teaching students with disabilities. Adapted Physical Activity Quarterly, 17, 197-207.
Cook, B.G., Tankersley, M., Cook, L., & Landrum, T.J. (2000). Teachers' attitudes toward their included students with disabilities. Exceptional Children, 67, 115-135.
Cook, R.E., Tessier, A., & Klein, M.D. (2000). Adapting early childhood curricula for children in inclusive settings (5th edition). Upper Saddle River NJ: Prentice-Hall, Inc. (371.90472 COO - Book)
Council for Exceptional Children: Schumm, J.S., Kame'enui, E.J., Simmons, D.C., Lenz, K., & Schumaker, J. (2000). Adapting curricular materials for the inclusive elementary classroom: Self-study packet from CEC's web workshop on adapting curricular materials (Elementary). (IE 371.9046 COU – Inservice Education/Kit)
Council for Exceptional Children: Schumm, J.S., Kame'enui, E.J., Simmons, D.C., Lenz, K., & Schumaker, J. (2000). Adapting curricular materials for the inclusive elementary classroom: Self-study packet from CEC's web workshop on adapting curricular materials (Secondary). (IE 371.9046 COU – Inservice Education/Kit)
Cowart, J. (2000). Managing student misbehavior in adapted physical education by good teaching practices. Palaestra, 16(1), 40, 42, 44-45.
De Martini-Scully, D., Bray, M.A., & Kehle, T.J. (2000). A packaged intervention to reduce disruptive behaviors in general education students. Psychology in the Schools, 37, 149-156.
Deng, M., & Manset, G. (2000). Analysis of the "learning in regular classrooms" movement in China. Mental Retardation, 38, 124-130.
DePauw, K.P., & Doll-Tepper, G. (2000). Toward progressive inclusion and acceptance: Myth or reality? The inclusion debate and bandwagon discourse. Adapted Physical Activity Quarterly, 17, 135-143.
Devore, S., & Hanley-Maxwell, C. (2000). "I wanted to see if we could make it work": Perspectives on inclusive childcare. Exceptional Children, 66, 241-255.
Diamond, K.E., & Cooper, D.G. (2000). Children's perspectives on the roles of teachers and therapists in inclusive early childhood programs. Early Education and Development, 11, 203-216.
Diamond, K.E., & Carpenter, E.S. (2000). Participation in inclusive preschool programs and sensitivity to the needs of others. Journal of Early Intervention, 23, 81-91.
Donegan, M.M., Ostrosky, M.M., & Fowler, S.A. (2000). Peer coaching teachers supporting teachers. Young Exceptional Children, 3(3), 9-16.
Downing, J.E., Ryndak, D.L., & Clark, D. (2000). Paraeducators in inclusive classrooms: Their own perceptions. Remedial and Special Education, 21, 171-181.
Duhaney, L.M.G., & Salend, S.J. (2000). Parental perceptions of inclusive educational placements. Remedial and Special Education, 21, 121-128.
Dyson, A., & Millward, A. (2000). Schools and special needs: Issues of innovation and inclusion. Thousand Oaks, CA: Sage Publications, Inc. (371.9046 DYS – Book)
Edmiaston, R., Dolezal, V., Doolittle, S., Erickson, C., & Merritt, S. (2000). Developing individualized education programs for children in inclusive settings: A developmentally appropriate framework. Young Children, 55(4), 36-41.
Edmiaston, R.K., & Fitzgerald, L.M (2000). How Reggio Emilia encourages inclusion. Educational Leadership, 58(1), 66-69.
Eisenberger, J., Bertrando, R., & Conti-D'Antonio, M (2000). Block scheduling and inclusion: Meeting the challenge. High School Magazine, 7(7), 32-37.
Ellingston, S.A., Miltenberger, R.G., Stricker, J., Galensky, T.L., & Garlinghouse, M. (2000). Functional assessment and intervention for challenging behaviors in the classroom by general classroom teachers. Journal of Positive Behavior Interventions, 2, 85-97.
Erwin, E.J., & Guintini, M. (2000). Inclusion and classroom membership in early childhood. International Journal of Disability, Development and Education, 47, 237-257.
Farrell, M (2000). Educational inclusion and raising standards. British Journal of Special Education, 27, 35-38.
Farrell, P. (2000). The impact of research on developments in inclusive education. International Journal of Inclusive Education, 4, 153-162.
Favazza, P.C., Phillipsen, L., & Kumar, P. (2000). Measuring and promoting acceptance of young children with disabilities. Exceptional Children, 66, 491-508.
Fenning, P., Parraga, M., Bhojwani, V., Meyer, A., Molitor, M., Malloy, M., Labiak, L., Taube, I., & Mulcrone, J. (2000). Evaluation of an integrated disability basketball event for adolescents: Sportsmanship and learning. Adapted Physical Activity Quarterly, 17, 237-252.
Fernstrom, P., & Goodnite, B. (2000). Accommodate student diversity in the general education social studies classroom. Intervention in School and Clinic, 35, 244-245.
Fink, D.B. (2000). Making a place for kids with disabilities. Westport, CT: Praeger Publishers. (790.196 FIN - Book)
Fisher, D. (2000). Curriculum and instruction for a diverse student population. High School Magazine, 7(7), 21-25.
Fisher, D., Sax, C., Grove, K.& Sax, C. (2000). The resilience of changes promoting inclusiveness in an urban elementary school. Elementary School Journal, 100(3), 213-227.
Freeman, S.F.N., & Alkin, M.C. (2000). Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and Special Education, 21, 3-18.
Gale, T. (2000). Rethinking social justice in schools: How will we recognize it when we see it? International Journal of Inclusive Education, 4, 253-269.
Gallagher, P.A., Floyd, J.H., Stafford, A.M., Taber, T.A., Brozovic, S.A., & Alberto, P.A. (2000). Inclusion of students with moderate or severe disabilities in educational and community settings: Perspectives from parents and siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35, 135-147.
Gardner, P. (2000). Pretzel only policy? Inclusion and the real world of initial teacher education. British Journal of Special Education, 27, 111-116.
Gelzheiser, L.M., Griesemer, B.A., Pruzek, R.M., & Meyers, J. (2000). How are developmentally appropriate or traditional teaching practices related to the mathematics achievement of general and special education students? Early Education and Development, 11, 217-238.
Giangreco, M.F. (2000). Related services research for students with low-incidence disabilities: Implications for speech-language pathologists in inclusive classrooms. Language, Speech, and Hearing Services in Schools, 31, 230-239.
Goodwin, D.L., & Watkinson, E.J. (2000). Inclusive physical education from the perspective of students with physical disabilities. Adapted Physical Activity Quarterly 17, 144-160.
Guralnick, M. (2000). An agenda for change in early childhood inclusion. Journal of Early Intervention, 23, 213-222.
Hall, L.J., & McGregor, J.A. (2000). A follow-up study of the peer relationships of children with disabilities in an inclusive school. Journal of Special Education, 34, 114-126, 153.
Hall, T.E., Hughes, C.A., & Filbert, M. (2000). Computer assisted instruction in reading for students with learning disabilities: A research synthesis. Education and Treatment of Children, 23, 173-193.
Hargrove, L.J. (2000). Assessment and inclusion: A teacher's perspective. Preventing School Failure, 45, 18-21.
Hedge, S.S. (2000). I can twirl the rope: One special child showed us the benefits of inclusion. Instructor, 109(7), 80.
Hemmeter, M.L. (2000). Classroom-based interventions: Evaluating the past and looking toward the future. Topics in Early Childhood Special Education, 20, 56-61.
Heiman, T. (2000). Friendship quality among children in three educational settings. Journal of Intellectual & Developmental Disability, 25, 1-12.
Herbert, J.T. (2000). Director and staff views on including persons with severe disabilities in therapeutic adventure. Therapeutic Recreation Journal, 34(1), 16-32.
Higgins, N., & Ballard, K. (2000). Like everybody else? What seven New Zealand adults learned about blindness from the education system. International Journal of Inclusive Education, 4, 163-178.
Hodge, S. & Jansma, P. (2000). Physical education majors' attitudes toward teaching students with disabilities. Teacher Education and Special Education, 23, 211-224.
Holahan, A. & Costenbader, V. (2000). A comparison of developmental gains for preschool children with disabilities in inclusive and self-contained classrooms. Topics in Early Childhood Special Education, 20, 224-235.
Hollifield, T. (2000). Reflections from an inclusion teacher. Primary Voices K-6, 9(1), 24-25.
Horn, E., Lieber, J., Li, S., Sandall, S., & Schwartz, I. (2000). Supporting young children's IEP goals in inclusive settings through embedded learning opportunities. Topics in Early Childhood Special Education, 20, 208-223.
Jackson, L., Ryndak, D.L., & Billingsley, F. (2000). Useful practices in inclusive education: A preliminary view of what experts in moderate to severe disabilities are saying. Journal of the Association for Persons with Severe Handicaps, 25, 129-141.
Janney, R., & Snell, M.E. (2000). Teachers' guide to inclusive practices: Behavioral support. Baltimore, MD: Paul H Brookes Publishing Company. (370.153 JAN – Book)
Janney, R., & Snell, M.E. (2000). Teachers' guides to inclusive practices: Modifying schoolwork. Baltimore, MD: Paul H Brookes Publishing Company. (371.9046 JAN – Book)
Johnson, L.R. (2000). Inservice training to facilitate inclusion: An outcomes evaluation. Reading & Writing Quarterly, 16, 281-287.
Jurasek, G. (2000). A positive spirit. Exceptional Parent, 30(5), 40-42, 52-53.
Kakizawa, T., Douglas, G., Kagawa, K., & Mason, H. (2000). Students with visual impairments in special and mainstream schools in Japan: A survey. Journal of Visual Impairment & Blindness, 94, 218-228.
Karp, K.S., & Voltz, D.L. (2000). Weaving mathematical instructional strategies into inclusive settings. Intervention in School and Clinic, 35, 206-215.
Kavale, K.A., & Forness, S.R. (2000). History, rhetoric, and reality: Analysis of the inclusion debate. Remedial and Special Education, 21, 279-296.
Keefe, E.B., Rossi, P.J., de Valenzuela, J.S., & Howarth, S. (2000). Reconceptualizing teacher preparation for inclusive classrooms: A description of the dual license program at the University of New Mexico. Journal of the Association for Persons with Severe Handicaps, 25, 72-82.
Kenworthy, J., & Whittaker, J. (2000). Anything to declare? The struggle for inclusive education and children's rights. Disability & Society, 15, 219-231.
King, S. (2000). New American high schools: Principals influence culture of inclusion. High School Magazine, 7(7), 45-49.
King, S. (2000). Principals influence culture of inclusion. High School Magazine, 7(7), 45-46.
Kling, B. (2000). Assert yourself: Helping students of all ages develop self-advocacy skills. Teaching Exceptional Children, 32(3), 66-70.
Kluth, P. (2000). Community-referenced learning and the inclusive classroom. Remedial and Special Education, 21, 19-26.
Kochar, C.A., West, L.L., & Taymens. J.M. (2000). Successful inclusion: Practical strategies for a shared responsibility. Upper Saddle River, NJ: Prentice Hall. (371.9046 KOC - Book)
Krajewski, B., & Krajewski, L. (2000). Inclusion planning strategies: Equalizing opportunities for cognitively disabled students. NASSP Bulletin, 84(613), 48-53.
Krajewski, J., & Flaherty, T. (2000). Attitudes of high school students toward individuals with mental retardation. Mental Retardation, 38, 154-162.
Krajewski, J.J., & Hyde, M.S. (2000). Comparison of teen attitudes toward individuals with mental retardation between 1987 and 1998: Has inclusion made a difference? Education and Training in Mental Retardation and Developmental Disabilities, 35, 284-293.
Krebs, C.S. (2000). Beyond blindfolds: Creating an inclusive classroom through collaboration. Re:view, 31, 180-186.
Krueger, D.L., & DiRocco, P., & Felix, M. (2000). Obstacles adapted physical education specialists encounter when developing transition plans. Adapted Physical Activity Quarterly, 17, 222-236.
Langerock, N.L. (2000). Collaboration in an inclusive classroom. Teaching Exceptional Children, 33(2), 26-34.
Lederer, J. (2000). Reciprocal teaching of social studies in inclusive elementary classrooms. Journal of Learning Disabilities, 33, 91-106.
Lewis, J. (2000). Talk back: Let's remember the "education" in inclusive education. British Journal of Special Education, 27, 202.
Li, S., Marquart, J.M., & Zercher, C. (2000). Conceptual issues and analytic strategies in mixed-method studies of preschool inclusion. Journal of Early Intervention, 23, 116-132.
Lieber, J., Hanson, M.J., Beckman, P.J., Odom, S.L., Sandall, S.R., Schwartz, I.S., Horn, E., &
Wolery, R. (2000). Key influences on the initiation and implementation of inclusive preschool programs. Exceptional Children, 67, 83-98.
Lieberman, L.J., Dunn, J.M., van der Mars, H., & McCubbin, J. (2000). Peer tutor's effects on activity levels of deaf students in inclusive elementary physical education. Adapted Physical Activity Quarterly, 17, 20-39.
Lloyd, C., Wilton, K., & Townsend, M. (2000). Children at high-risk for mild intellectual disability in regular classrooms: Six New Zealand case studies. Education and Training in Mental Retardation and Developmental Disabilities, 35, 44-54.
Lloyd, C. (2000). Excellence for all children—false promises! The failure of current policy for inclusive education and implications for schooling in the 21st century. International Journal of Inclusive Education, 4, 133-151.
Lombardo, L. (2000). Collaborative teaching: Making it work in your inclusive classroom. Horsham, PA: LRP Publications. (IE 371.9046 LOM – Inservice Education/Book)
Lorenzi, D.G., Horvat, M., & Pellegrini, A.D. (2000). Physical activity of children with and without mental retardation in inclusive recess settings. Education and Training in Mental Retardation and Developmental Disabilities, 35, 160-167.
LRP Publications (2000). Staff training tips: Focusing on inclusive education. Horsham, PA: Author. (IE 371.9 LRP – Inservice Education/3-Ring Binder)
Lytle, R. (2000). Learning movement through play. Exceptional Parent, 30(5), 32-34, 36.
Marsh, D., & Evans, E. (2000). Team bowling—a great game for inclusion! Palaestra, 16(2), 32-33.
Mastropieri, M.A., & Scruggs, T.E. (2000). The inclusive classroom: Strategies for effective instruction. Old Tappan, NJ: Prentice Hall, Inc. (371.9046 MAS - Book)
Mastropieri, M.A., Sweda, J., & Scruggs, T.E. (2000). Putting mnemonic strategies to work in an inclusive classroom. Learning Disabilities Research & Practice, 15, 69-74.
McDonnell, J., Thorson, N., & McQuivey, C. (2000). Comparison of the instructional contexts of students with severe disabilities and their peers in general education classes. Journal of the Association for Persons with Severe Handicaps, 25, 54-58.
McLeskey, J., & Waldron, N.L. (2000). Inclusive schools in action: Making differences ordinary. Alexandria, VA: Association for Supervision and Curriculum Development. (371.9046 MCL - Book)
Melamed, J.C., & Reiman, J.W. (2000). Collaboration and conflict resolution in education. High School Magazine, 7(7), 16-20.
Mendez, L. (2000). Gender roles and achievement-related choices: a comparison of early adolescent girls in gifted and general education programs. Journal for the Education of the Gifted, 24, 149-169.
Mildrum, M.K. (2000). Creativity workshops in the regular classroom. Roeper Review, 22, 162-164.
Monteith, D. (2000). Professional development for administrators in special education: evaluation of a program for underrepresented personnel. Teacher Education and Special Education, 23, 281-289.
Moore, L.O. (2000). Inclusion: A practical guide for parents. Tools to enhance your child's success in learning (2nd edition). Minnetonka, MN: Peytral Publications. (ED 444 319 – Microfiche, 155 pages)
Morris, R.C. (2000). How to make your school inclusive. Principal Leadership (Middle School Education), 1(3), 81-82.
Mu. K., Siegel, E. & Allinder, R. (2000). Peer interactions and sociometric status of high school students with moderate or severe disabilities in general education classrooms. Journal of the Association for Persons with Severe Handicaps, 25, 142-152.
Muthukrishna, N. & Schoeman, M. (2000). From 'special needs' to 'quality education for all': a participatory, program-centered approach to policy development in South Africa. International Journal of Inclusive Education, 4, 315-335.
Nelson, J.R., & Roberts, M.L (2000). Ongoing reciprocal teacher-student interactions involving disruptive behaviors in general education classrooms. Journal of Emotional and Behavioral Disorders, 8, 27-37, 48.
Nelson, J.S., Jayanthi, M., Epstein, M.H., & Bursuck, W.D. (2000). Student preferences for adaptations in classroom testing. Remedial and Special Education, 21, 41-52.
Ninot, G., Bilard, J., Delignieries, D., & Sokolowski, M. (2000). Effects of integrated sport participation on perceived competence for adolescents with mental retardation. Adapted Physical Activity Quarterly, 17, 208-221.
Noell, G.H., Witt, J.C., LaFleur, L.H., Mortenson, B.P., Ranier, D.D., & LeVelle, J. (2000). Increasing intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavior Analysis, 33, 271-284.
Norwich, B. (2000). The withdrawal of inclusion 1996-98 a continuing trend by the Centre for Studies in Inclusive Education (CSIE). British Journal of Special Education, 27, 39-40.
Nunan, T. George, R., & McCausland, H. (2000). Inclusive education in universities: Why it is important and how it might be achieved. International Journal of Inclusive Education, 4, 63-88.
O'Neill, L.M. (2000). Seeing past a child's disability: One parent's view of universal design for learning. Exceptional Parent, 30(11), 26-28, 30, 32.
Odom, S.L. (2000). Preschool inclusion: What we know and where we go from here. Topics in Early Childhood Special Education, 20, 20-27.
Page, S.W. (2000). When changes for the gifted spur differentiation for all. Educational Leadership, 58(1), 62-65.
Parette, H.P., & Petch-Hogan, B. (2000). Approaching families: Facilitating culturally/linguistically diverse family involvement. Teaching Exceptional Children, 33(2), 4-10.
Pavri, S. & Luftig, R. (2000). The social face of inclusive education: are students with learning disabilities really included in the classroom? Preventing School Failure, 45(1), 8-14.
Pavri, S., & Monda-Amaya, L (2000). Loneliness and students with learning disabilities in inclusive classrooms: Self-perceptions, coping strategies, and preferred interventions. Learning Disabilities Research & Practice, 15, 22-33.
Pogrow, S. (2000). The unsubstantiated 'success' of success for all: Implications for policy, practice, and the soul of our profession. Phi Delta Kappan, 81, 596-600.
Prelock, P.A. (2000). An intervention focus for inclusionary practice. Language, Speech, and Hearing Services in Schools, 31, 296-298.
Prelock, P.A. (2000). Multiple perspectives for determining the roles of speech-language pathologists in inclusionary classrooms. Language, Speech, and Hearing Services in Schools, 31, 213-218.
Rainforth, B. (2000). Preparing teachers to educate students with severe disabilities in inclusive settings despite contextual constraints. Journal of the Association for Persons with Severe Handicaps, 25(2), 83-91.
Rieck, W.A., & Wadsworth, D.E.D. (2000). Inclusion: Administrative headache or opportunity? NASSP Bulletin, 84(618), 56-62.
Riehl, C. (2000). The principals' role in creating inclusive schools for diverse students: A review of normative, empirical and critical literature on the practice of education administration. Review of Educational Research, 70, 55-81.
Rimmerman, A. (2000). Contact and attitudes toward individuals with disabilities among students tutoring children with developmental disabilities. Journal of Intellectual & Developmental Disability, 25, 13-18.
Rizzo, T.L., & Lavay, B. (2000). Inclusion: Why the confusion? Journal of Physical Education, Recreation & Dance, 71(4), 32-36.
Romano, K., & Chambliss, C. (2000). K-12 teachers' and administrators' attitudes toward inclusive educational practices. Collegeville, PA: Ursinus College, Department of Psychology.(ED 443 215 – Microfiche, 29 pages)
Ruder, S. (2000). We teach all. Educational Leadership, 58(1), 49-51.
Rueve, B.A., Robinson, M.J., Worthington, L.A., & Gargiulo, R.M. (2000). Children with special health needs in inclusive settings: Writing health care plans. Physical Disabilities: Education and Related Services, 19(1), 11-24.
Ryan, S. & Dennis, R. (2000). Experiences and perceptions of rural Alaskan general educators: implications for preparation in inclusive practices. Rural Special Education Quarterly, 19(3, 4), 30-43.
Sachs, J. & Cheney, D. (2000). What do the members of the Council for children with behavioral disorders say about inclusion? Beyond Behavior, 10(2), 18-23.
Safran, S. (2000). Using movies to teach students about disabilities. Teaching Exceptional Children, 32(3), 44-47.
Salend, S.J. (2000). Strategies and resources to evaluate the impact of inclusion programs on students. Intervention in School and Clinic, 35, 264-270, 289.
Sandall, S., & Ostrosky, M. (Eds.). (2000). Natural environments and inclusion. Denver, CO: Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC). (VF-Vertical File/Inclusion)
Schepis, M.M., Ownbey, J.B., Parsons, M.B., & Reid, D.H. (2000). Training support staff for teaching young children with disabilities in an inclusive preschool setting. Journal of Positive Behavior Interventions, 2, 170-178.
Schleifer, M.J. (2000). Models of excellence in education. Exceptional Parent, 30(9), 34, 36-40, 42, 44, 46, 48, 49-51.
Schlosser, R.W., McGhie-Richmond, D., Blackstein-Adler, S., Mirenda, P., Antonius, K., & Janzen, P. (2000). Training a school team to integrate technology meaningfully into the curriculum: Effects on student participation. Journal of Special Education Technology, 15(1), 31-44.
Schnorr, F., Matott, E., & Paetow, M. (2000). Building-based change: One school's journey toward full inclusion. Middle School Journal, 31(3), 44-52.
Schnorr, R.F., Black, J.W., & Davern, L. (2000). Restructuring high schools to include all students: Lessons learned. High School Magazine, 7(7), 10-15.
Seery, M.E., Davis, P.M., & Johnson, L.J. (2000). Seeing eye-to-eye: Are parents and professionals in agreement about the benefits of preschool inclusion? Remedial and Special Education, 21, 268-278, 319.
Shevlin, M., & O'Moore, A.M. (2000). Creating opportunities for contact between mainstream pupils and their counterparts with learning difficulties. British Journal of Special Education, 27, 29-34.
Shoho, A. & VanReusen, A. (2000). Meeting the challenges of teacher resistance to high school inclusion programs. Journal of Special Education Leadership, 13(2), 3-14.
Silliman, E.R., Bahr, R., Beasman, J., & Wilkinson, L.C. (2000). Scaffolds for learning to read in an inclusion classroom. Language, Speech, and Hearing Services in Schools, 31, 265-279.
Slininger, D., Sherrill, C., & Jankowski, C.M. (2000). Children's attitudes toward peers with severe disabilities: Revisiting contact theory. Adapted Physical Activity Quarterly, 17, 176-196.
Smith, A (2000). Challenges facing institutions of higher education preparing inclusive educators. Journal of the Association for Persons with Severe Handicaps, 25, 113-116.
Smith, M.G. (2000). Secondary teachers' perceptions toward inclusion of students with severe disabilities. NASSP Bulletin, 84(613), 54-60.
Snell, M.E., & Janney, R. (2000). Teachers' guides to inclusive practices: Collaborative teaming. Baltimore, MD: Paul H Brookes Publishing Company. (378.148 SNE – Book)
Snell, M.E., & Janney, R. (2000). Teachers' guides to inclusive practices: Social relationships and peer supports. Baltimore, MD: Paul H Brookes Publishing Company. (371.82694 SNE – Book)
Snell, M.E., Janney, R.E. (2000). Teachers' problem-solving about children with moderate and severe disabilities in elementary classrooms. Exceptional Children, 66, 472-490.
Soodak, L.C., & Erwin, E.J. (2000). Valued member of tolerated participant: Parents' experiences in inclusive early childhood settings. Journal of the Association for Persons with Severe Handicaps, 25, 29-41.
Spalding, B. (2000). The contribution of a 'quiet place' to early intervention strategies for children with emotional and behavioral difficulties in mainstream schools. British Journal of Special Education, 27, 129-134.
Sparks, S. (2000). Classroom and curriculum accommodations for Native American students. Intervention in School and Clinic, 35, 259-263.
Sprague, M.M., & Pennell, D. (2000). The power of partners: Preparing preservice teachers for inclusion. Clearing House, 73(3), 168-170.
Sprague, M. & Pennell, D. (2000). The power of partners: Preparing pre-service teachers for inclusion. Clearing House, 73(3), 168-170.
Stowitschek, J.J., Rodriguez, J., Trifini-List, M.J., & Schwartz, I. (2000). How early childhood educators got their groove back: Internships for best practices in inclusion. Teaching Exceptional Children, 32(6), 20-28.
Suomi, J., & Suomi, R. (2000). Creating an inclusive early childhood swim program—special needs aquatic program (SNAP). Palaestra, 16(2), 20-21, 23-24, 27-30.
Szabo, J.L. (2000). Maddie's story: Inclusion through physical and occupational therapy. Teaching Exceptional Children, 33(2), 12-18.
Tait, K., & Purdie, N. (2000). Attitudes towards disability: Teacher education for inclusive environments in an Australian university. International Journal of Disability, Development and Education, 47, 25-38.
Tam, K.Y.B., Nassivera, J.W., Rousseau, M.K., & Vreeland, P. (2000). More than just a field trip. Teaching Exceptional Children, 33(1), 70-80.
Taylor, H.E., & Larson, S.M. (2000). Teaching elementary social studies to students with mild disabilities. Social Education, 64, 232-235.
Treder, D., Morse, W. & Ferron, J. (2000). The relationship between teacher effectiveness and teacher attitudes toward issues related to inclusion. Teacher Education and Special Education, 23, 202-210.
Tschantz, J. & Vail, C. (2000). Effects of peer coaching on the rate of responsive teacher statements during a child-directed period in an inclusive preschool setting. Teacher Education and Special Education, 23, 189-201.
Turnbull, A.P., Blue-Banning, M., & Pereira, L. (2000). Successful friendships of Hispanic children and youth with disabilities: An exploratory study. Mental Retardation, 38, 138-153.
Turnbull, A.P., Pereira, L., & Blue-Banning, M. (2000). Teachers as friendship facilitators: Repeto and Personalismo. Teaching Exceptional Children, 32(5), 66-70.
Tyler, B.J., & Chard, D.J. (2000). Using readers theatre to foster fluency in struggling readers: A twist on the repeated reading strategy. Reading & Writing Quarterly, 16, 163-168.
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 1 – The introduction. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 2 – Legislation and litigation. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 3 – Life/space learning and performance characteristics. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 4 – Pre-referral intervention. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 5 – From exclusion to integration. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tapes 6 & 7 – Functioning in the regular classroom, Parts 1 & 2.. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotapes)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 8 – How much time in the regular education classroom? Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tapes 9 & 10 – Social relationships. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotapes)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tapes 11 & 12 – Curricular adaptations, Parts 1 & 2. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotapes)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 13 – Planning for inclusion and implementing inclusion. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 14 – Distributing students within schools. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
University of Nebraska – Madison (2000). Inclusion: Learning together: Tape 15 – Conclusion (OR) a beginning?. Lincoln, NB: University of Nebraska-Lincoln. (IE 371.9046 UNI – Inservice Education/Videotape)
Utley, C.A., Delquadri, J.C., Obiakor, F.E., & Mims, V.A. (2000). General and special educators' perceptions of teaching strategies for multicultural students. Teacher Education and Special Education, 23, 34-50.
Vallecorsa, A.L., deBettencourt, L.U., & Zigmond, N. (2000). Students with mild disabilities in general education classroom settings. Old Tappan, NJ: Prentice Hall Inc. (371.926 VAL - Book)
Vander Hart, N.S. (2000). Social inclusion in supported employment settings. New York, NY: Garland Publishing, Inc. (331.59 VAN - Book)
Vann, M., Schubert, S. & Rogers, D. (2000). The big bayou association: an alternative education program for middle-school, at-risk juveniles. Preventing School Failure, 45(1), 31-36.
Vaughn, S., Bos, C.S., & Schumm, J.S. (2000). Teaching exceptional, diverse, and at-risk students in the general education classroom (2nd Edition). Needham Heights, MA: Allyn and Bacon. (371.9046 VAU - Book)
Visoky, A.M., & Poe, B.D. (2000). Can preschoolers be effective peer models? An action research project. Teaching Exceptional Children, 33(2), 68-73.
Vogler, E.W., Koranda, P., & Romance, T. (2000). Including a child with severe cerebral palsy in physical education: A case study. Adapted Physical Activity Quarterly, 17, 161-175.
Walther-Thomas, C. (2000). Collaboration for inclusive education: Developing successful programs. Needham Heights, MA: Allyn and Bacon. (371.9046 WAL - Book)
Weller, D.R., & McLeskey, J. (2000). Block scheduling and inclusion in a high school: Teacher perceptions of the benefits and challenges. Remedial and Special Education, 21, 209-218.
Wilson, S. (2000). Disability case studies: Learning to include all students. Journal of Physical Education, Recreation & Dance, 71(4), 37-41.
Winebrenner, S. (2000). Above and beyond: Ranges of giftedness vs. ranges of special educational needs. Understanding Our Gifted, 12(2), 31-32.
Winebrenner, S. (2000). Gifted students need an education too. Educational Leadership, 58(1), 52-56.
Wolery, R.A., & Odom, S.L. (2000). An administrator's guide to preschool inclusion. Chapel Hill, NC: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion. (IE 372.21 WOL – Inservice Education/Spiral Bound Book)
Woodward, J. (2000). Curricular tools for workplace literacy: Reconceptualizing secondary education for non-college-bound students. The High School Magazine, 7(7), 26-31.
Yun, J., Shapiro, D, & Kennedy, J. (2000). Reaching IEP goals in the general physical education class. Journal of Physical Education, Recreation & Dance, 71(8), 33-37.
Zera, D.A., & Seitsinger, R.M. (2000). The oppression of inclusion. Educational Horizons, 79, 16-18.
Zinkil, S.S., & Gilbert, T.S. (2000). Parents' view: What to consider when contemplating inclusion. Intervention in School and Clinic, 35, 224-227.
Zoniou-Sideri, A. & Karayianni, P. (2000). Echolalia versus inclusion. A case study of a child who is blind. British Journal of Special Education, 27, 181-185.
Addendum 8: January 2001 – April 2002
Abrams, T.M. (2001). Levels of inclusion. Exceptional Parent, 31(5), 71-72.
Abrams, T. (2001). Levels of inclusion. Exceptional Parent, 31(5), 71-72.
Adamek, M. (2001). Meeting special needs in music class. Music Educators, 87(4), 23-26.
Alexakos, K. (2001). Inclusive classrooms. The Science Teacher, 68(3), 40-43.
Allen, J. (2002). With the best intentions: Agents, impetus, and consequences of placement decisions. Reading and Writing Quarterly, 18, 39-66.
Allen, K. E., & Schwartz, I.S. (2001). The exceptional child: Inclusion in early childhood education (4th edition). Albany, NY: Delmar Publishers/Thomson Learning. (371.9046 ALL - Book)
Antia, S.D., & Kreimeyer, K.H. (2001). The role of interpreters in inclusive classrooms. American Annals of the Deaf, 146, 355-365.
Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research and practice, 17, 65-77.
Bartlett, L.D., Weisenstein, G.R., & Etscheidt, S. (2002). Successful inclusion for educational leaders. Upper Saddle River, NJ: Prentice-Hall/Pearson Education. (371.9046 BAR - Book)
Bauer, A.M., & Brown, G.M. (2001). Adolescents and inclusion: Transforming secondary schools. Baltimore, MD: Paul H Brookes Publishing Company. (371.9046 BAU- Book)
Bauer, A.M., & Ulrich, M.E. (2001). My dog ate my PDA. Exceptional Parent, 31(11), 36-37.
Belair, J.R., & Freeman, P. (2002). The journal in action: Fomenting success for every student. Middle School Journal, 33(3), 5-6.
Bernstorf, E. (2001). Paraprofessionals in music settings. Music Educators, 87(4), 36-40.
Block, M.E., Conatser, P., Montgomery, R., Flynn, L., Munson, D., & Dease, R. (2001). Effects of middle school-aged partners on the motor and affective behaviors of students with severe disabilities. Palaestra, 17(4), 34-39.
Blum, H.T., Lipsett, L.R., & Vocom, D.J. (2002). Literature circles: A tool for self-determination in one middle school inclusive classroom. Remedial and Special Education, 23, 99-108.
Bottge, B.A., Heinrichs, M., Metha, Z.D., & Hung, Y.H. (2002). Weighing the benefits of anchored math instruction for students with disabilities in general education classes. Journal of Special Education, 35, 186-200.
Boyajian, A., DuPaul, G., Handler, M., Eckert, T. & McGoey, K. (2001). Unsolicited article on mini-series topic. School Psychology Review, 30, 278-293.
Brotherson, M., Sheriff, G., Milburn, P. & Schertz, M. (2001). Elementary school principals and their needs and issues for inclusive early childhood programs. Topics in Early Childhood Special Education, 21, 31-45.
Brotherson, M., Sheriff, G., Milburn, P. & Schertz, M. (2001). Research supplement: Inclusion for young children with disabilities. Principal, 81(2), 52-53.
Brown, P., Remine, M., Prescott, S. & Rickards, F. (2000). Social interaction of preschoolers with and without impaired hearing in integrated kindergarten. Journal of Early Intervention, 23, 200-211.
Brown, M., Higgins, K. & Hartley, K. (2001). Teachers and technology equity. Teaching Exceptional Children, 33(4), 32-39
Bryant, D.P., Linan-Thompson, S., Ugel, N., Hamff, A., & Hougen, M. (2001). The effects of professional development for middle school general and special education teachers on implementation of reading strategies in inclusive content area classes. Learning Disability Quarterly, 24, 251-264.
Burrello, L., Friend, M., & Burrello, J. (2001). Successful high school inclusion: Making access a reality for all students. Bloomington, IN: Forum on Education, Indiana University. (IE 371.90460973 BUR – Inservice Education/Videotape)
Buysse, V., Skinner, D., & Grant, S. (2001). Toward a definition of quality inclusion: Perspectives of parents and practitioners. Journal of Early Intervention, 24, 146-161.
Carrington, S., & Elkins, J. (2002). Comparison of a traditional and an inclusive secondary school culture. International Journal of Inclusive Education, 6, 1-16.
Catlett, C., Winton, P. & Dennis, B. (2001). Resources within reason: Resources for the development of personnel and policies supporting inclusion. Young Exceptional Children, 5(1), 28.
Catlett, C., Winton, P. Parrish, R.M., Baker, N., Frazee, D.M., Frederick, L., Graham, B.A., & Moss, J.A. (2002). Resources within reason: Resources for the development of personnel and policies supporting inclusion. Young Exceptional Children, 5(2), 28.
Collins, B., Branson, T., Hall, M. & Rankin, S. (2001). Teaching secondary students with moderate disabilities in an inclusive academic classroom setting. Journal of Developmental and Physical Disabilities, 13, 41-59.
Collins, B., Epstein, A., Reiss, T. & Lowe, V. (2001). Including children with mental retardation in the religious community. Teaching Exceptional Children, 33(5), 52-58.
Collins, B.C., Hendricks, T.B., Fetko, K., & Land, L.A. (2002). Student-2-student learning in inclusive classrooms. Teaching Exceptional Children, 34(4), 56-61.
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Snyder, L., Garriott, P. & Aylor, M. (2001). Inclusion confusion: putting the pieces together. Teacher Education and Special Education, 24, 198-207.
Soto, G., Muller, E., Hunt, P. & Goetz, L. (2001). Professional skills for serving students who use aac in general education classrooms: a team perspective. Language, Speech, and Hearing Services in Schools, 32, 51-56.
Soto, G., Muller, E., Hunt, P. & Goetz, L. (2001). Critical issues in the inclusion of students who use augmentative and alternative communication: an educational team perspective. Augmentative and Alternative Communication, 17(2), 62-72.
Spinelli, C.G. (2002). Classroom assessment for students with special needs in inclusive settings. Upper Saddle River, NJ: Prentice-Hall/Pearson Education. (371.9046 SPI - Book)
Staal, L. (2001). Focus on inclusion. Writing models: strategies for writing composition in inclusive settings. Reading & Writing Quarterly, 17, 243-248.
Stafford, A., Williams, S. & Heller, K. (2001). Students with orthopedic impairments in the general education classroom: a survey of teacher roles and responsibilities. Physical Disabilities: Education and Related Services, 20(1), 5-30.
Stewart, D.A. (2001). The power of IDEA: Kling vs. Mentor School District. Palaestra, 17(4), 28-30, 32.
Stopka, C. (2001). Equipment to enhance an adapted aquatic program – part 3: but where's the pool? Palaestra, 17(3), 39-43.
Thurlow, M.L., & Liu, K.K. (2001). Can "all" really mean students with disabilities who have limited English proficiency? Journal of Special Education Leadership, 14, 63-71.
Trent, S.C., Artiles, A.J., Fitchett-Bazemore, K., McDaniel, L., & Coleman-Sorrell, A. (2002). Addressing theory, ethics, power, and privilege in inclusion research and practice. Teacher Education and Special Education, 25, 11-22.
VanWeelden, K. (2001). Choral mainstreaming: Tips for success. Music Educators Journal, 88(3), 55-60.
Video Active Productions. (2001). Child care and children with special needs: Part one: Inclusion works. Part two: Working together to include everyone. Washington, DC: National Association for the Education of Young Children. (IE 372.21 VID – Inservice Education/Videotapes)
Voltz, D.L. (2001). Preparing general education teachers for inclusive settings: The role of special education teachers in the professional development school context. Learning Disabilities Quarterly, 24, 288-296.
Voltz, D., Brazil, N. & Ford, A. (2001). What matters most in inclusive education: a practical guide for moving forward. Intervention in School and Clinic, 37, 23-30.
Wagner, S. (2002). Inclusive programming for middle school students with autism/Asperger's syndrome. Arlington, VA: Future Horizons Inc. (618.928987 WAG - Book)
Wallace, T., Anderson, A.R., Bartholomay, T., & Hupp, S. (2002). An ecobehavioral examination of high school classroom that include students with disabilities. Exceptional Children, 68, 345-359.
Walsh, J. (2001). Getting the "big picture" of iep goals and state standards. Teaching Exceptional Children, 33(5), 18-26.
Walton, T. ( 2001). Why inclusion benefits everyone – insights from a parent. ChildCare Information Exchange, 139, 76-79.
Wearmouth, J., & Soler, J. (2001). How inclusive is the Literacy hour? British Journal of Special Education, 28, 113-119.
Weishaar, M.K. (2001). The regular educator's role in the individual education plan process. Clearing House, 75, 96-98.
Whittaker, C.R., Salend, S.J., & Duhaney, D. (2001). Creating instructional rubrics for inclusive classrooms. Teaching Exceptional Children, 34(2), 8-13.
Wilkins, J. (2001). Group activities to include students with special needs: Developing social interactive skills. Thousand Oaks, CA: Corwin Press. (IM 371.9043 WIL – Instructional Material/Book)
Winebrenner, S. (2001). Teaching gifted kids in the regular classroom: Strategies and techniques every teacher can use to meet the academic needs of the gifted and talented (2nd edition). Minneapolis, MN: Free Spirit Publishing, Inc. (371.9520973 WIN - Book)
Wolpert, G. (2001). What general educators have to say about successfully including students with Down syndrome in their classes. Journal of Research in Childhood Education, 16, 28-38.
Wood, J.W. (2002). Adapting instruction to accommodate students in inclusive settings (4th edition). Upper Saddle River, NJ: Prentice-Hall/Pearson Education. (371.9 WOO - Book)
Xin, J.F., & Forrest, L. (2002). Managing the behavior of children with ADD in inclusive classrooms: A collaborative approach. Reclaiming Children and Youth, 10, 240-245.
Ysseldyke, J., Thurlow, M., Bielinski, J., House, A., Moody, M. & Haigh, J. (2001). The relationship between instructional and assessment accommodations in an inclusive state accountability system. Journal of Learning Disabilities, 34, 212-220.
Zdzinski, S. (2001). Instrumental music for special learners. Music Educators Journal, 87(4), 27-29, 63.
Zirkel, P. (2001). Special treatment. Are too many children being classified as disabled? American School Board Journal, 188(5), 40-42.
Zylstra, E. (2001). A year with Bobby. Educational Leadership, 59(3), 74-75.
World Wide Web Resources on Integration/Inclusive Education For Students with Disabilities
Alper, S., & the Renaissance Group. (1999). Inclusion: "Children who learn together, learn to live together." http://www.uni.edu/coe/inclusion/. Retrieved 04/03/02 from source. Dr. Sandra Alper, Department Head, Department of Special Education, University of Northern Iowa, Cedar Falls, IA 50614, 1-319-273-6001, e-mail: sandra.alpert@uni.edu.
Area 10 Inclusion Resource Team. (2002, January 29). Inclusive resource team: Inclusion education is a flexible process that includes all children as members in the school community.http://www.aea10.k12.ia.us/programs/p3/index.html-ssi. Retrieved 04/04/02 from source. Sandy Merritt, Area 10 Inclusion Resource Team, Grant Wood Area Education Agency, 4401 Sixth St., SW, Cedar Rapids, IA 52404-4499, 1-319-399-6555, Ext. 6329, SLMERRITT@email.msn.com.
Bayha, B. (1998). The Internet: An inclusive magnet for teaching all students.http://www.igc.org/wid/tech/handbook/handbook.pdf. Retrieved 04/04/02 from source. Betsy Bayha, Director, Technology Publications, World Institute on Disability, 510 Sixteenth St., Suite 100, Oakland, CA 94612, 1-510-763-4100.
Berg, L.H., & Keith, D. (2001, August 16). Utah's project for inclusion.http://www.usoe.k12.ut.us/sars/Upi/index.htm. Retrieved 04/04/02 from source. Loydeen Hubbard Berg (loydeneb@provo.k12.ut.us) and Danelle Keith (danellek@provo.k12.ut.us, Utah's Project for Inclusion, Utah State Office of Education, 250 East 500 South, Salt Lake City, UT 84111, 1-801-274-5285.
Bridge, D., & Moss, J. (1999). Welcoming students with disabilities in regular schools.http://unesdoc.unesco.org/images/0011/001184/118455eo.pdf. Retrieved 04/08/02 from source.United Nations Educational, Scientific and Cultural Organization (UNESCO), Special Needs Education, Division of Basic Education, 7 Place de Fontenoy, 75352 Paris 07 SP, France, Tel. 33-1-45 68 11 37.
Steve Krasner is a Library Research Associate at the Special Education Resource Center.
Donna-Lee Rulli, and Janice Hurley and Steve Krasner can be contacted through the:
SERC Library
5 Industrial Park Rd.
Middletown, CT 06457
(860) 632-1485
www.serc.rh.edu
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