FAQs Citations

Artiles, A., J. (2003). Special education’s changing identity: Paradoxes and dilemmas in views of culture and space. Harvard Educational Review, 73, 164 – 202.

Boyd, B.A., Seo, S., Ryndak, D.L., & Fisher, D., (2005). Inclusive education for Students with severe disabilities in the United States: Effects on selected areas of outcomes. Paper presented at the International Special Education Conference; Inclusion: Celebrating Diversity?, Glasgow, Scotland, August 4, 2005. Retrieved from: http://achieve.lausd.net/…/Inclusive%20and%20Supportive%20Education%20Congress.pdf

Brown, L., Ford, A., Nisbet, J., Sweet, M., Donnelan, A., & Gruenewald, L. (1983). Opportunities available when severely handicapped students attend chronological age appropriate regular schools. The Journal of the Association for the Severely Handicapped, 8, 16 – 24.

Copeland, S.R., & Cosbey, J. (2010). Making progress in the general curriculum: Rethinking effective instructional practices. Research & Practice for Persons with Severe Disabilities, (33)4, No. 4–1, 214–227.

Cosier, M., Causton-Theoharis, J., & Theoharis, G. (2013). Does access matter? Time in general education and achievement for students with disabilities. Hammill Institute on Disabilities, Remedial and Special Education, 34(6), 323-332.

Farrell, P., Dyson, A., Polat, F., Hutchenson, G., & Gallannaugh, F. (2007). The relationship between inclusion and academic achievement in English mainstream schools. School Effectiveness and School Improvement 18, 335 – 352.

Giangreco, M. F., Cloninger, C. J., Dennis, R. E., & Edelman, S. W. (2000). Problem-solving methods to facilitate inclusive education. In R. Villa & J.Thousand, (Eds.), Restructuring for caring and effective education: Piecing the puzzle together (pp. 293 – 327). Baltimore, MD: Paul Brookes.

Jackson, L., Ryndak, D.L., & Wehmeyer, M.L. (2009). The dynamic relationship between context, curriculum and student learning: A case for inclusive education as a research-based practice. Research and Practice for Persons with Severe Disabilities, 33(4), 175–195

Kleinert, H., Towles-Reeves. E., Quenemoen, R., Thurlow, M., Fluegge, L., Weseman, L., & Kerbel, A., (2015). Where students with the most significant cognitive disabilities are taught: Implications for general curriculum access. Exceptional Children, 81(3), 312–328.

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(1), 16-27.

Logan, K. R., & Malone, D. M. (1998a). Comparing instructional contexts of students with and without severe disabilities in general education classrooms. Exceptional Children, 64(3), 343-358.

Logan, K. R., & Malone, D. M. (1998b). Instructional contexts for students with moderate, severe, and profound intellectual disabilities in general education elementary classrooms. Education and Training in Mental Retardation and Developmental Disabilities, 33(1), 62-75.

Mastropieri, M. A., Scriggs, T. E., Graetz, J., Norland, J., Gardizi, W., & McDuffie, K. (2005). Case studies in co-teaching in the content areas: Successes, failures, and challenges. Intervention in School and Clinic, 40(5), 260-270.

McGregor, G., & Vogelsberg, R. T. (1998). Inclusive schooling practices: Pedagogical and research foundations. (pp. 63 – 66). Baltimore, MD: Paul Brookes.

McLeskey, J., Waldron, N. L., So, T. H., Swanson, K., & Loveland, T. (2001). Perspectives of teachers toward inclusive school programs. Teacher Education and Special Education, 24, 108 – 115.

Ryndak, D. L., Jackson, L., & Billingsley, F. (2000). Defining school inclusion for students with moderate to severe disabilities: What do experts say? Exceptionality, 8, 101 – 116.

Ryndak, D.L., Taub, D., Jorgensen, C.M., Gonsier-Gerdin, J., Arndt, K., Sauer, J., Ruppar, A.L., Morningstar, M.E., & Allcock, H. (2014). Policy and the impact on placement, involvement, and progress in general education: Critical issues that require rectification. Research and Practice for Persons with Severe Disabilities (39)1, 65–74.

Sharpe, M. N., York, J. L. (1994). Effects of inclusion on the academic performance of classmates without disabilities. Remedial & Special Education, 15, 281 – 287.

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