Voice, collaboration, and inclusion: Democratic themes in educational and social reform initiatives

Remedial and Special Education

Volumn 17, Issue 3, 1996, Pages 142-157

  Skrtic, Thomas M ^a   Sailor, Wayne ^a   Gee, Kathleen ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0030306721     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/074193259601700304     Document Type: Article

References (175)

1. Anderson, L. M. (1989). Implementing instructional programs to promote meaningful, self-regulated learning. In J. E. Brophy (Ed.), Advances in research on teaching (Vol. 1, pp. 311-341). Greenwich, CT: JAI Press.
2. Ball, D. L. (1990). With an eye on the mathematical horizon: Dilemmas of teaching elementary school mathematics (Craft Paper 90-3). East Lansing: Michigan State University, National Center for Research on Teacher Education.
3. Barnes, B. (1982). T. S. Kuhn and social science. New York: Columbia University Press.
4. Bennis, W. G., & Slater, P. L. (1964). The temporary society. New York: Harper & Row.
5. Berger, P. L., & Luckmann, T. (1967). The social construction of reality. New York: Doubleday.
6. Bernstein, R. J. (1976). The restructuring of social and political theory. Philadelphia: University of Pennsylvania Press.
7. Bernstein, R. J. (1983). Beyond objectivism and relativism: Science, hermeneutics, and praxis. Philadelphia: University of Pennsylvania Press.
8. Bidwell, C. E. (1965). The school as formal organization. In J. G. March (Ed.), Handbook of organizations (pp. 972-1022). Chicago: Rand McNally.
9. Bledstein, B. J. (1976). The culture of professionalism: The middle class and the development of higher education in America. New York: W. W. Norton & Co.
10. Boulding, K. (1967). The boundaries of social policy. Social Work, 12, 3-11.
11. Bowers, C. A. (1970). Social reconstructionism: Views from the left and the right, 1932-1942. History of Education Quarterly, 10(1), 22-52.
12. Boyer, E. (1990). The basic school. New York: Harper & Row.
13. Brown, A. L. (1988). Motivation to learn and understand: On taking charge of one's own learning. Cognition and Instruction, 5(4), 311-321.
14. Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23(8), 4-12.
15. Brown, A., & Campione, J. (1990). Communities of learning and thinking, or a context by any other name. Developmental Perspectives on Teaching and Learning Thinking Skills, 21, 108-126.
16. Bukelman, D., & Mirenda, P. (1992). Augmentative and alternative communication disorders in children and adults. Baltimore: Brookes.
17. Burns, T., & Stalker, G. M. (1966). The management of innovation (2nd ed.). London: Tavistock.
18. Burrell, G., & Morgan, G. (1979). Sociological paradigms and organizational analysis. London, England: Heinemann.
19. Cairney, T., & Langbien, S. (1989). Building communities of readers and writers. The Reading Teacher, 42, 560-567.
20. Callahan, R. (1962). Education and the cult of efficiency. Chicago: University of Chicago Press.
21. Campbell, P. (1993). Integrated programming and movement disabilities. In M. Snell (Ed.), Instruction of students with severe disabilities (pp. 264-289). New York: Macmillan.
22. Campbell, P. H., & Forsyth, S. (1993). Integrated programming and movement disabilities. In M. E. Snell (Ed.), Instruction of students with severe disabilities (4th ed.; pp. 264-289). New York: Merrill.
23. Carnegie Foundation for the Advancement of Teaching. (1988). An imperiled generation: Saving urban schools. Princeton, NJ: Author.
24. Carr, E. G., Levin, L., McConnachie, G., Carlson, J. I., Kemp, D. C., & Smith, C. E. (1994). Communication-based intervention for problem behavior: A user's guide for producing positive change. Baltimore: Brookes.
25. Chandler, M. D., & Sayles, L. R. (1971). Managing large systems. New York: Harper & Row.
26. Chevalier, M. (1966). A wider range of perspectives in the bureaucratic structure. Ottawa, Canada: Commission on Bilingualism and Biculturalism.
27. City of San Diego Public Schools. (1990). New beginnings: A feasibility study of integrated services for children and families. San Diego, CA: Author.
28. Collins, R. (1979). The credential society. New York: Academic Press.
29. Crowson, R. L., & Boyd, W. L. (1993). Coordinated services for children: Designing arks for storms and seas unknown. American Journal of Education, 10, 140-170.
30. Cuban, L. (1983). Effective schools: A friendly but cautionary note. Phi Delta Kappan, 64, 695-696.
31. Cuban, L. (1989). The "at-risk" label and the problem of urban school reform. Phi Delta Kappan, 70, 780-784, 799-801.
32. Dewey, J. (1976). The school and society. In J. A. Boydston (Ed.), John Dewey: Vol. 1. The middle works, 1899-1924 (pp. 1-109). Carbondale: Southern Illinois University Press. (Original work published 1899)
33. Dewey, J. (1980). Democracy and education. In J. A. Boydston (Ed.), John Dewey: Vol. 9. The middle works, 1899-1924 (pp. 1-370). Carbondale: Southern Illinois University Press. (Original work published 1916)
34. Dewey, J. (1988a). Individualism, old and new. In J. A. Boydston (Ed.), John Dewey; Vol. 5. The later works, 1925-1953 (pp. 41-123). Carbondale: Southern Illinois University Press. (Original work published 1929-1930)
35. Dewey, J. (1988b). The public and its problems. In J. A. Boydston (Ed.), John Dewey: Vol. 2. The later works, 1925-1953 (pp. 235-372). Carbondale: Southern Illinois University Press. (Original work published 1927)
36. Drucker, P. F. (1989). The new realities. New York: Harper & Row.
37. Dunn, L. M. (1968). Special education for the mildly retarded - Is much of it justifiable? Exceptional Children, 35(1), 5-22.
38. Dunn, W. (1991). The sensorimotor systems: A framework for assessment and intervention. In F. Orelove & D. Sobsey (Eds.), Educating children with multiple disabilities: A transdisciplinary approach (2nd ed., pp. 33-78). Baltimore: Brookes.
39. Dunn, W., Brown, C., & McGuigan, A. (1994). The ecology of human performance: A framework for considering the effect of context American Journal of Occupational Therapy, 48, 595-607.
40. Education for All Handicapped Children Act of 1975, 20 U.S.C. § 1400 et seq.
41. Elmore, R. F. (1987). Early experiences in restructuring schools: Voices from the field. Washington, DC: National Governors Association.
42. Elmore, R. F., & McLaughlin, M. W. (1982). Strategic choice in federal education policy: The compliance-assistance trade-off. In A. Lieberman & M. W. McLaughlin (Eds.), Policy making in education: Eighty-first yearbook of the National Society for the Study of Education (pp. 159-194). Chicago: University of Chicago Press.
43. Elmore, R. F., & McLaughlin, M. W. (1988). Steady work: Policy, practice, and the reform of American education. Santa Monica, CA: Rand Corp.
44. Englert, C. S., Tarrant, K. L., & Mariage, T. V. (1992). Defining and redefining instructional practice in special education: Perspectives on good teaching. Teacher Education and Special Education, 15(2), 62-86.
45. Esping-Andersen, G. (1994). Welfare states and the economy. In N.J. Smelser & R. Swedberg (Eds.), The handbook of economic sociology (pp. 711-732), Princeton, NJ: Princeton University Press.
46. Fagan, W. T. (1989). Empowered students; Empowered teachers. The Reading Teacher, 42, 572-579.
47. Falvey, M. (1992). Community-based instruction. Baltimore: Brookes.
48. Ferguson, D., Meyer, G., Jeanchild, L., Juniper, L., & Zingo, J. (1992). Figuring out what to do with the grownups: How teachers make inclusion "work" for students with disabilities. Journal of the Association for Persons with Severe Handicaps, 17, 218-226.
49. Forest, M., & Lusthaus, E. (1989). Promoting educational equality for all students: Circles & maps. In S. Stainback, W. Stainback, & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 43-57). Baltimore: Brookes.
50. Gartner, A., & Lipsky, D. K. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57, 367-390.
51. Gee, K. (1993). An experimental and qualitative investigation into the motivation and competence of peer interactions involving students with severe, multiple disabilities in middle school classrooms. Unpublished doctoral dissertation, University of California, Berkeley.
52. Gee, K. (1995). Facilitating active and informed learning in inclusive settings. In L. Romer & N. Haring (Eds.), Welcoming students who are deaf-blind into typical classrooms: Facilitating school participation, learning, and friendships (pp. 369-404). Baltimore: Brookes.
53. Gee, K., Alwell, M., Graham, N., & Goetz, L. (1994). Inclusive instructional design: Facilitating informed and active learning for individuals with deaf-blindness (Manual produced on the Active Interactions Project, OSERS Validated Practices: Children and Youth with Deaf-Blindness, #HO86G00003, 1990-1993). San Francisco: San Francisco State University, Dept. of Special Education.
54. Gee, K., Graham, N., & Goetz, L. (1994). Context instruction: Enhancing initiation and cognitive engagement. Manuscript in preparation, San Francisco State University.
55. Gee, K., Graham, N., Oshima, G., Yoshioka, K., & Goetz, L. (1991). Teaching students to request the continuation of routine activities by using time delay and decreasing physical assistance in the context of chain interruption. Journal of the Association for Persons with Severe Handicaps, 16, 154-167.
56. Gee, K., Graham, N., Sailor, W., & Goetz, L. (1995). Use of integrated, general education and community settings as primary contexts for skill instruction of students with severe, multiple disabilities. Behavior Modification, 19(1), 33-58.
57. Gee, K., Harrell, R., & Rosenberg, R. (1987). Teaching orientation and mobility skills within and across natural opportunities for travel: A model designed for learners with multiple severe disabilities. In L. Goetz, D. Guess, & K. Stremel-Campbell (Eds.), Innovative program design for individuals with dual sensory impairments (pp. 127-157). Baltimore: Brookes.
58. Gerry, M. (in press). Financing services and supports for young children and their families. In S. Kagan (Ed.), American early care and education: Responding to the crisis in quality. San Francisco: Jossey-Bass.
59. Gerry, M. H., & Certo, N. J. (1992). Current activity at the federal level and the need for service integration. The Future of Children, 2(1), 118-126.
60. Giangreco, M., Cloninger, C., & Iverson, V. (1993). Choosing options and accommodations for children (COACH): A guide to planning inclusive education. Baltimore: Brookes.
61. Gil, D. (1973). Unraveling social policy. Cambridge, MA: Schenkman.
62. Goetz, L., Gee, K., & Sailor, W. (1985). Using a behavior chain interruption strategy to teach communication skills to students with severe disabilities. Journal of the Association for the Severely Handicapped, 10, 21-30.
63. Goodlad, J. I. (1984). A place called school: Prospects for the future. New York: McGraw-Hill.
64. Gray, B. (1989). Collaborating: Finding common ground for multiparty problems. San Francisco: Jossey-Bass.
65. Grennon-Brooks, J., & Brooks, M. G. (1993). The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
66. Guttman, A. (1987). Democratic education. Princeton, NJ: Princeton University Press.
67. Haber, S. (1964). Efficiency and uplift: Scientific management in the Progressive Era, 1890-1920. Chicago: University of Chicago Press.
68. Halvorsen, A., & Sailor, W. (1990). Integration of students with severe and profound disabilities. In R. Gaylord-Ross (Ed.), Issues and research in special education (Vol. 1, pp. 110-172). New York: Teachers College Press.
69. Haskell, T. L. (1984). The authority of experts: Studies in history and theory. Bloomington: Indiana University Press.
70. Horner, R., Dunlap, G., & Koegel, R. L. (1988). Generalization & maintenance: Lifestyle changes in applied settings. Baltimore: Brookes.
71. Horner, R., O'Neill, R., & Flannery, K. B. (1993). Effective behavior support plans. In M. Snell (Ed.), Instruction of students with severe disabilities (4th ed., pp. 184-214). New York: Merrill.
72. House, E. R. (1979). Technology versus craft: A ten year perspective on innovation. Journal of Curriculum Studies, 11(1), 1-15.
73. Hunt, P., Alwell, M., & Goetz, L. (1988). Acquisition of conversation skills and the reduction of inappropriate social interaction behaviors. Journal of the Association for Persons with Severe Handicaps, 13, 20-27.
74. Individuals with Disabilities Education Act of 1990, 20 U.S.C. § 1400 et seq.
75. Johnson, D.W., & Johnson, R.T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book.
76. Kagan, S. L., Goffin, S. G., Golub, S.A., & Pritchard, E. (1995). Toward systemic reform: Service integration for young children and their families. Falls Church, VA: National Center for Service Integration.
77. Kagan, S. L., & Neville, P. R. (1993). Integrating human services: Understanding the past to shape the future. New Haven, CT: Yale University Press, National Center for Service Integration.
78. Kearns, D. T., & Doyle, D. P. (1988). Winning the brain race: A bold plan to make our schools competitive. San Francisco: Institute for Contemporary Studies.
79. Kiel, D. C. (1995). The radical humanist view of special education and disability: Consciousness, freedom, and ideology. In T. M. Skrtic (Ed.), Disability and democracy: Restructuring (special) education for postmodernity (pp. 135-149). New York: Teachers College Press.
80. Kirst, M. W. (1989). The progress of reform: An appraisal of state education initiatives. New Brunswick, NJ: Center for Policy Research in Education.
81. Kloppenberg, J. T. (1986). Uncertain victory: Social democracy and progressivism in European and American thought, 1870-1920. New York: Oxford University Press.
82. Krohn, R. (1981). Introduction: Toward the empirical study of scientific practice. In K. D. Knorr, R. Krohn, & R. Whitley (Eds.), The social process of scientific investigation (pp. vii-xxv). Dordrecht, Holland: D. Reidel.
83. Kuhn, T. S. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.
84. Kuhn, T. (1970). The structure of scientific revolutions (2nd ed.). Chicago: University of Chicago.
85. Lampert, M. (1990). When the problem is not the question and the solution is not the answer: Mathematical knowing and teaching. American Educational Research Journal, 27, 29-64.
86. Law, J. (1975). Is epistemology redundant? Philosophy of the Social Sciences, 5, 317-337.
87. McLaughlin, M. J., & Warren, S. H. (1992). Issues and options in restructuring schools and special education programs. Reston, VA: Council for Exceptional Children.
88. McNeil, L. M. (1986). Contradictions of control: School structure and school knowledge. New York: Methuem/Routledge & Kegan Paul.
89. Melaville, A. I., & Blank, M. J. (1991). What it takes: Structuring interagency partnerships to connect children and families with comprehensive services. Washington, DC: Education & Human Services Consortium.
90. Meyer, J. W., & Rowan, B. (1978). The structure of educational organizations. In M. W. Meyer (Ed.), Environments and organizations (pp. 78-109). San Francisco: Jossey-Bass.
91. Mintzberg, H. (1979). The structuring of organizations. Englewood Cliffs, NJ: Prentice-Hall.
92. Mintzberg, H. (1983). Structure in fives: Designing effective organizations. Englewood Cliffs, NJ: Prentice-Hall.
93. Morgan, G. (1983). Beyond method. Thousand Oaks, CA: Sage.
94. Moroney, R. M. (1981). Policy analysis within a value theoretical framework. In R. Haskins & J. J. Gallagher (Eds.), Models for analysis of social policy: An introduction (pp. 78-101). Norwood, NJ: Ablex.
95. Morrice, C., & Simmons, M. (1991). Beyond reading buddies: A whole language cross-age program. The Reading Teacher, 44, 572-577.
96. Morrill, W. A., & Gerry, M. H. (1990). Integrating the delivery of services to school-aged children at risk: Toward a description of American experience and experimentation. Washington, DC: U.S. Department of Education.
97. Mount, B., & Zwernick, K. (1988). It's never too early, it's never too late: A booklet about personal futures planning. St. Paul: Minnesota Governor's Planning Council on Developmental Disabilities.
98. Naisbitt, J., & Aburdene, P. (1985). Re-inventing the corporation. New York: Warner Books.
99. National Commission on Excellence in Education. (1983). A nation at risk: The imperative for educational reform. Washington, DC: U.S. Government Printing Office.
100. Neary, T., Halvorsen, A., Kronberg, R., & Kelly, D. (1993). Curriculum adaptations for inclusive classrooms. San Francisco: San Francisco State University, California Research Institute; and California PEERS Project.
101. Oakes, J. (1985). Keeping track: How schools structure inequality. New Haven, CT: Yale University Press.
102. Packard Foundation, (1992). The future of children: Vol 2. School-linked services. Los Altos, CA: Center for the Future of Children.
103. Palincsar, A. S. (1986). The role of dialogue in promoting scaffolded instruction. Educational Psychologist, 21, 73-98.
104. Palincsar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1, 117-175.
105. Palincsar, A. S., David, Y. M., Winn, J. A., & Stevens, D. (1990, April). Examining the differential effects of teacher-versus student-controlled activity in comprehension instruction. Paper presented at the annual meeting of the American Educational Research Association, Boston.
106. Paul, J. L., Rosselli, H., & Evans, D. (1995). Integrating school restructuring and special education reform. Fort Worth, TX: Harcourt Brace.
107. Phillips, D. C. (1987). Philosophy, science, and social inquiry: Contemporary methodological controversies in social science and related applied fields of research. Oxford, England: Pergamon Press.
108. Poplin, M., & Stone, S. (1992). Paradigm shifts in instructional strategies: From reductionism to holistic/constructivism. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education (pp. 153-179). Boston: Allyn & Bacon.
109. Pugach, M., & Lilly, M. S. (1984). Reconceptualizing support services for classroom teachers: Implications for teacher education. Journal of Teacher Education, 35(5), 48-55.
110. Pugh, D. S., Hickson, D. J., Hinnings, C. R., MacDonald, K. M., Turner, C., & Lupton, T. (1963). A conceptual scheme for organizational analysis. Administrative Science Quarterly, 8(4), 289-315.
111. Putnam, J. (1994). Cooperative learning and strategies for inclusion: Celebrating diversity in the classroom. Baltimore: Brookes.
112. Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative teams for students with severe disabilities: Integrating therapy and educational services. Baltimore: Brookes.
113. Ravetz, J. R. (1971). Scientific knowledge and its social problems. Oxford: Clarendon Press.
114. Reich, R. B. (1983). The next American frontier. New York: Penguin.
115. Reich, R. B. (1990). Education and the next economy. In S. B. Bacharach (Ed.), Education reform: Making sense of it all (pp. 194-212). Boston: Allyn & Bacon.
116. Reichle, J., York, J., & Sigafoos, J. (1991). Implementing augmentative and alternative communication: Strategies for learners with severe disabilities. Baltimore: Brookes.
117. Rein, M. (1970). Social policy: Issues of choice and change. New York: Random.
118. Rein, M. (1976). Social science and public policy. New York: Penguin.
119. Reynolds, M. C., & Wang, M. C. (1983). Restructuring "special" school programs: A position paper. Policy Studies Review, 2(1), 189-212.
120. Romer, L., & Haring, N. (1995). Welcoming students who are deaf-blind into typical classrooms: Facilitating participation, learning and friendships. Baltimore: Brookes.
121. Rosenthau, J. N. (1980). The study of global interdependence. London: Pinter.
122. Rorty, R. (1979). Philosophy and the mirror of nature. Princeton, NJ: Princeton University Press.
123. Sailor, W. (1991). Special education in the restructured school. Remedial and Special Education, 12(6), 8-22.
124. Sailor, W. (1996). New structures and systems change for comprehensive positive behavioral support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 163-206). Baltimore: Brookes.
125. Sailor, W. (in press). New structures and systems change for comprehensive positive behavioral support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support. Baltimore: Brookes.
126. Sailor, W., Anderson, J., Halvorsen, A., Doering, K., Filler, J., & Goetz, L. (1989). The comprehensive local school: Regular education for all students with disabilities. Baltimore: Brookes.
127. Sailor, W., Gee, K., & Karasoff, P. (1993). Full inclusion and school restructuring. In M. E. Snell (Ed.), Instruction of students with severe disabilities (4th ed., pp. 1-30). New York: Merrill.
128. Sailor, W., Goetz, L., Anderson, J., Hunt, P., & Gee, K. (1988). Research on community intensive instruction as a model for building functional generalized skills. In R. Horner, G. Dunlap, & R. Koegel (Eds.), Generalization and maintenance in applied settings (pp. 67-98). Baltimore: Brookes.
129. Sailor, W., Kleinhammer-Tramill, J., Skrtic, T., & Oas, B. K. (1996). Family participation in New Community Schools. In G. H. S. Singer, L. E. Powers, & A. L. Olson (Eds.), Redefining family support: Innovations in public-private partnerships (pp. 313-332). Baltimore: Brookes.
130. Sailor, W., & Skrtic, T. (1995). American education in the post-modern era. In J. L. Paul, H. Rosselli, & D. Evans (Eds.), Integrating school restructuring and special education reform (pp. 418-432). Fort Worth, TX: Harcourt Brace.
131. Sapon-Shevin, M. (1992). Celebrating diversity. In S. Stainback & W. Stainback (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all children (pp. 19-36). Baltimore: Brookes.
132. Schein, E.H. (1972). Professional education. New York: McGraw-Hill.
133. Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic.
134. Schram, S. F. (1995). Words of welfare: The poverty of social science and the social science of poverty. Minneapolis: University of Minnesota Press.
135. Scott, R. W. (1981). Organizations: Rational, natural, and open systems. Englewood Cliffs, NJ: Prentice-Hall.
136. Seligman, M. (1975). Helplessness: On depression, development, and death. San Francisco: Freeman.
137. Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.
138. Siegel-Causey, E., & Guess, D. (1989). Enhancing nonsymbolic communication interactions among learners with severe disabilities. Baltimore: Brookes.
139. Sizer, T. R. (1984). Horace's compromise: The dilemma of the American high school. Boston: Houghton Mifflin.
140. Skrtic, T. M. (1986). The crisis in special education knowledge: A perspective on perspective. Focus on Exceptional Children, 18(7), 1-16.
141. Skrtic, T. M. (1987). An organizational analysis of special education reform. Counterpoint, 8(2), 15-19.
142. Skrtic, T. M. (1988). The organizational context of special education. In E. L. Meyen & T. M. Skrtic (Eds.), Exceptional children and youth: An introduction (pp. 479-517). Denver: Love.
143. Skrtic, T. M. (1991a). Behind special education: A critical analysis of professional culture and school organization. Denver: Love.
144. Skrtic, T. M. (1991b). The special education paradox: Equity as the way to excellence. Harvard Educational Review, 61, 148-206.
145. Skrtic, T. M. (1995a). Disability and democracy: Reconstructing (special) education for postmodernity. New York: Teachers College Press.
146. Skrtic, T. M. (1995b). The organizational context of special education and school reform. In E. Meyen & T. Skrtic (Eds.), Special education and student disability: An introduction to traditional, emerging, and alternative perspectives (pp. 729-791). Denver: Love.
147. Skrtic, T. M. (1995c). The special education knowledge tradition: Crisis and opportunity. In E. Meyen & T. Skrtic (Eds.), Special education and student disability: An introduction to traditional, emerging, and alternative perspectives (pp. 609-674). Denver: Love.
148. Skrtic, T. M., & Sailor, W. (in press). School-linked services integration: Crisis and opportunity in the transition to postmodern society. Remedial and Special Education, 17(5).
149. Slavin, R. (1990). Cooperative learning theory, research, and practice. Englewood Cliffs, NJ: Prentice-Hall.
150. Snell, M. E. (Ed.). (1993). Instruction of students with severe disabilities (4th ed.). New York: Macmillan.
151. Stainback, S., & Stainback, W. (1984). A rationale for the merger of special and regular education. Exceptional Children, 51, 102-111.
152. Stainback, S., & Stainback, W. (1992). Curriculum considerations in inclusive classrooms: Facilitating learning for all students. Baltimore: Brookes.
153. Stainback, W., Stainback, S., & Forest, M. (1989). Educating all students in the mainstream of regular education. Baltimore: Brookes.
154. Stedman, L. C. (1987). It's time we changed the effective schools formula. Phi Delta Kappan, 69, 215-224.
155. Sugarman, J. M. (1994). Mobilizing communities for children, youth, and families. Unpublished manuscript, Center on Effective Services for Children, Washington, DC.
156. Swing, S. R., Stoiber, K. C., & Peterson, P. L. (1988). Thinking skills versus learning time: Effects of alternative classroom-based interventions on students' mathematics problem solving. Cognition and Instruction, 5, 123-191.
157. Thousand, J., Villa, R., & Nevin, A. (1994). Creativity and collaborative learning; A practical guide to empowering students and teachers. Baltimore: Brookes.
158. Titmuss, R. (1968). Commitment to welfare. London: Allen & Unwin.
159. Tomlinson, S. (1995). The radical structuralist view of special education and disability: Unpopular perspectives on their origins and development. In T. M. Skrtic (Ed.), Disability and democracy: Restructuring (special) education for postmodernity (pp. 122-134). New York: Teachers College Press.
160. Topping, K. (1989). Peer tutoring and paired reading: Combining two powerful techniques. The Reading Teacher, 42, 488-494.
161. Trist, E. L. (1977). A concept of organizational ecology. Australian Journal of Management, 2, 162-175.
162. Turnbull, A., & Morningstar, M. (1993). Family and professional interaction. In M. Snell (Ed.), Instruction of students with severe disabilities (4th ed., pp. 31-60). New York: Macmillan.
163. Turnbull, A. P., Ruef, M., & Reeves, C. (1993). Family perspectives on lifestyle issues for individuals, A problem behavior. Unpublished manuscript, University of Kansas, Beach Center on Families and Disability, Lawrence.
164. Turnbull, H. R., & Turnbull, A. P. (1978). Free appropriate public education: Law and implementation. Denver: Love.
165. Tyack, D. (1993). School governance in the United States: Historical puzzles and anomalies. In J. Hannaway & M. Carnoy (Eds.), Decentralization and school improvement: Can we fulfill the promise? (pp. 1-32). San Francisco: Jossey-Bass.
166. Vandercook, T., & York, J. (1989). A team approach to program development and support. In J. York, C. MacDonald, & S. Wolff (Eds.), Strategies for full inclusion (pp. 21-44). Minneapolis: University of Minnesota, Institute on Community Integration.
167. Villa, R., & Thousand, J. S. (1992a). Restructuring for caring and effective education. Baltimore: Brookes.
168. Villa, R., & Thousand, J. S. (1992b). Student collaboration: An essential for curriculum delivery in the 21st century. In S. Stainback & W. Stainback (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students (pp. 117-142). Baltimore: Brookes.
169. Vygotsky, L. (1986). Thought and language (translated and edited by Alex Kozulin). Cambridge, MA: MIT Press.
170. Weick, K. E. (1976). Educational organizations as loosely coupled systems. Administrative Science Quarterly, 1-19.
171. Weick, K. E. (1982a). Administering education in loosely coupled schools. Phi Delta Kappan, 63, 673-676.
172. Weick, K. E. (1982b). Management of organizational change among loosely coupled elements. In P. Goodman (Ed.), Change in organizations (pp. 375-408). San Francisco: Jossey-Bass.
173. Will, M. C. (1986). Educating students with learning problems: A shared responsibility. Exceptional Children, 42, 411-415.
174. Wise, A. E. (1979). Legislated teaming: The bureaucratization of the American classroom. Berkeley: University of California Press.
175. Wise, A. E. (1988). The two conflicting trends in reform: Legislated learning revisited. Phi Delta Kappan, 69, 328-333.