The impact of inclusion on children's lives: Multiple outcomes, and friendship in particular

International Journal of Disability, Development and Education

Volumn 48, Issue 1, 2001, Pages 9-31

  Meyer, Luanna H ^a  

^a MASSEY UNIVERSITY   (New Zealand)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0012063493     PISSN: 1034912X     EISSN: 1465346X     Source Type: Journal    
DOI: 10.1080/10349120120036288     Document Type: Article

References (26)

1. BIKLEN, S.K., and LARSON, M.J., 1998. “ The academy and the street: Using community field-workers to study children's social relations in school ”. In Making friends: The influences of culture and development, Edited by: MEYER, L., PARK, H.S., GRENOT-SCHEYER, M., SCHWARTZ, I., and HARRY, B., 31–45. Baltimore: Paul H. Brookes.
2. BLACK, J.W., 1996. “ Ghost, guest, and classmate: Student membership and teacher decision-making in the design of curricular and instructional adaptations for students with severe disabilities in inclusive classrooms ”. New York: Syracuse University. Unpublished doctoral dissertation
3. BREW, A., 1999. Research and teaching: Changing relationships in a changing context. Studies in Higher Education, 24: 291–301.
4. CARR, W., and KEMMIS, S., 1986. Becoming critical: Education, knowledge, and action research, London: Palmer Press.
5. COLE, D.A., and MEYER, L.H., 1991. Social integration and severe disabilities: A longitudinal analysis of child outcomes. Journal of Special Education, 25: 340–351.
6. COUSINS, J.B., and EARL, L.M., 1992. The case for participatory evaluation. Educational Evaluation and Policy Analysis, 14: 397–418.
7. DELGADO-GAITAN, C., 1993. Researching change and changing the researcher. Harvard Educational Review, 63: 389–411.
8. EVANS, LM., 1999. Science-informed practice of psychology: Beyond pills and prison. The Bulletin of the New Zealand Psychological Society, 97: 8–16.
9. EVANS, LM., and MEYER, L.H., in press. Having friends and Rett Syndrome: How social relationships create meaningful contexts for limited skills. Disability and Rehabilitation.
10. EWERT, G.D., 1991. Habermas and education: A comprehensive overview of the influence of Habermas in educational literature. Review of Educational Research, 61: 345–378.
11. FISHER, M., and MEYER, L.H., 2000. A comparison of developmental and social competence outcomes after two years of inclusive vs. segregated special education, Research report submitted for publication consideration
12. FISKE, A.P., 1992. The four elementary forms of sociality: Framework for a unified theory of social relations. Psychological Review, 99: 689–723.
13. FRANKLIN, M., 2000. School for unruly students. The Courier-Mail, March 20: 12
14. FREIRE, P., 1985. The politics of education: Culture, power, and liberation, South Hadley, MA: Bergin & Garvey.
15. GREEN, P.P., and SCHLEIEN, S.J., 1991. Understanding friendship and recreation: A theoretical sampling. Therapeutic Recreation Journal, 25(4): 29–40.
16. GREENE, M., Teaching as possibility: A light in dark times. Invited address at the Annual Meeting of the American Educational Research Association. New York. April.
17. GRENOT-SCHEYER, M., FISHER, M., and STAUB, D., eds. 2001. At the end of the day: Lessons learned in inclusive education, Baltimore: Paul H. Brookes.
18. HOSHMOND, L.T., and POLKINGHORNE, D.P., 1992. Redefining the science-practice relationships and professional training. American Psychologist, 47: 55–66.
19. MEYER, L.H., and FISHER, M., 1999. Participatory research on strategies to support inclusion, set Special 1999: Special Education, 5, Wellington: New Zealand Council for Education Research.
20. MEYER, L.H., MINONDO, S., FISHER, M., GRENOT-SCHEYER, M., and LARSON, M., 1997. Friendship and social support relationships between children with and without severe disabilities: A participatory research study, Syracuse, NY: Programs in Teaching and Leadership and the Consortium for Collaborative Research on Social Relationships of Children and Youth with Diverse Abilities.
21. MEYER, L.H., MINONDO, S., FISHER, M., LARSON, M.J., DUNMORE, S., BLACK, J.W., and D'AQUANNI, M., 1998. “ Frames of friendship: Social relationships among adolescents with diverse abilities ”. In Making friends: The influences of culture and development, Edited by: MEYER, L., PARK, H-S., GRENOT-SCHEYER, M., SCHWARTZ, I., and HARRY, B., 189–221. Baltimore: Paul H. Brookes.
22. MEYER, L.H., PARK, H-S., GRENOT-SCHEYER, M., SCHWARTZ, I., and HARRY, B., 1998. Participatory research: New approaches to the research to practice dilemma. Journal of The Association for Persons with Severe Handicaps, 23: 165–177.
23. MINONDO, S., MEYER, L.H., and XIN, J.F., in press. The role and responsibilities of teaching assistants in inclusive education: What's appropriate?. Journal of The Association for Persons with Severe Handicaps.
24. ROBINSON, V., 1993. Problem-based methodology: Research for the improvement of practice, Elmsford, NY: Pergamon.
25. TORRES, C.A., 1995. “ Participatory Action Research and popular education in Latin America ”. In Critical theory and educational research, Edited by: McLAREN, P.L., and GIARELLI, J.M., 237–255. Albany, NY: State University of New York.
26. TURNBULL, A.P., FRIESEN, B.J., and RAMIREZ, C., 1998. Participatory Action Research as a model for conducting family research. Journal of The Association for Persons with Severe Handicaps, 23: 178–188.