Principals' knowledge of and attitudes toward inclusion

Remedial and Special Education

Volumn 19, Issue 3, 1998, Pages 181-192

  Barnett, Carol ^a   Monda Amaya, Lisa E ^a  

^a UNIVERSITY OF ILLINOIS AT URBANA CHAMPAIGN   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032220850     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/074193259801900306     Document Type: Article

References (35)

1. Bain, A., & Dolbel, S. (1991). Regular and special education principals' perceptions of an integration program for students who are intellectually handicapped. Education and Training in Mental Retardation, 26, 33-42.
2. Block, J. H., & Haring, T. G. (1992). On swamps, bogs, alligators, and educational reform. In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 169-185). Baltimore: Brookes.
3. Center, Y., Ward, J., Parmenter, T., & Nash, R. (1985). Principals' attitudes towards the integration of disabled children into regular schools. The Exceptional Child, 32, 149-160.
4. Cline, R. (1981). Principals' attitudes and knowledge about handicapped children. Exceptional Children, 48, 172-174.
5. Davis, W. E. (1980). Public school principals' attitudes toward mainstreaming retarded pupils. Education and Training of the Mentally Retarded, 15, 174-178.
6. Education for All Handicapped Children Act of 1975, 20 U.S.C. § 1400 et seq.
7. Fuchs, D., & Fuchs, L. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.
8. Fullan, M. (1991). The new meaning of educational change (2nd ed.). New York: Teachers College Press.
9. Garvar-Pinhas, A., & Schmelkin, L. P. (1989). Administrators' and teachers' attitudes toward mainstreaming. Remedial and Special Education, 10(4), 38-43.
10. Goetz, J. P., & LeCompte, M. D. (1984). Ethnography and qualitative design in educational research. Orlando: Academic Press.
11. Goodlad, J. I., & Field, S. (1993). Teachers for renewing schools. In J. I. Goodlad & T. C. Lovitt (Eds.), Integrating general and special education (pp. 229-252). New York: Macmillan.
12. Illinois State Board of Education, Center for Educational Leadership: Policy, Planning and Research. (1995). Illinois public school districts by community type. Springfield, IL: R. Yong.
13. Junkala, J., & Mooney, J. F. (1986). Special education students in regular classes: What happened to the pyramid? Journal of Learning Disabilities, 19, 218-221.
14. Kaskinen-Chapman, A. (1992). Saline area schools and inclusive community CONCEPTS (Collaborative Organization of Networks: Community, Educators, Parents, The Workplace, and Students). In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 169-185). Baltimore: Brookes.
15. Lovitt, T. C. (1993). Restructuring issues in special and general education. In J. I. Goodlad & T. C. Lovitt (Eds.), Integrating general and special education (pp. 49-71). New York: Merrill.
16. McLaughlin, M. W. (1991). The RAND change agent study: Ten years later. In A. R. Oden (Ed.), Education policy implementation (pp. 143-155). Albany: State University of New York Press.
17. National Association of State Boards of Education. (1992, October). Winners all: A call for inclusive schools. Alexandria, VA: NASBE Study Group on Special Education.
18. O'Neil, J. (1994/1995). Can inclusion work? A conversation with Jim Kauffman and Mara Sapon-Shevin. Educational Leadership, 52(4), 7-11.
19. Porter, G., & Collicott, J. (1992). New Brunswick School Districts 28 and 29: Mandates and strategies that promote inclusive schooling. In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective schools: An administrative guide to creating heterogeneous schools (pp. 187-200). Baltimore: Brookes.
20. Pugach, M. C. (1995). On the failure of imagination in inclusive schooling. The Journal of Special Education, 29, 212-223.
21. Reed, F., & Monda-Amaya, L. (1995). Preparing preservice general educators for inclusion: A survey of teacher preparation programs in Illinois. Teacher Education and Special Education, 18, 262-274.
22. Sapon-Shevin, M. (1994/1995). Why gifted students belong in inclusive schools. Educational Leadership, 52(4), 64-70.
23. Schattman, R. (1992). The Franklin Northwest Supervisory Union: A case study of an inclusive school system. In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 143-159). Baltimore: Brookes.
24. Sergiovanni, T. J., Burlingame, M., Coombs, F. S., & Thurston, P. W. (1987). Educational governance and administration (2nd ed.). Englewood Cliffs, NJ: Prentice Hall.
25. Servatius, J. D., Fellows, M., & Kelly, D. (1992). Preparing leaders for inclusive schools. In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 109-137). Baltimore: Brookes.
26. Showers, B. (1990). Aiming for superior classroom instruction for all children: A comprehensive staff development model. Remedial and Special Education, 11(3), 35-39.
27. Sirotnik, K. A., & Kimball, K. (1994). The unspecial place of special education in programs that prepare school administrators. Journal of School Leadership, 4, 598-630.
28. Solomon, D., Schaps, E., Watson, M., & Battistich, V. (1992). Creating caring school and classroom communities for all students. In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 41-60). Baltimore: Brookes.
29. Stainback, S., & Stainback, W. (1990). Inclusive schooling. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 3-23). Baltimore: Brookes.
30. Stainback, S., Stainback, W., & Jackson, H. J. (1992). Toward inclusive classrooms. In S. Stainback & W. (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students (pp. 3-17). Baltimore: Brookes.
31. Villa, R. A., & Thousand, J. S. (1990). Administrative to promote inclusive schooling. In. W. Stainback & S. (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 201-218). Baltimore: Brookes.
32. Villa, R. A., & Thousand, J. S. (1992). Restructuring public school systems: Strategies for organizational change and progress. In R. A. Villa, J. S. Thousand, W. Stainback, & S. Stainback (Eds.), Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools (pp. 109-137). Baltimore: Brookes.
33. Villa, R. A., Thousand, J. S., Stainback, W., & Stainback, S. (Eds.). (1992). Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools. Baltimore: Brookes.
34. Wade, P., & Garguilo, R. M. (1989-1990). Public school administrators' concerns with implementing the least restrictive environment provision of Public Law 94-142. National Forum of Special Education Journal, 1(1), 59-66.
35. Ward, J., Parmenter, T., Riches, V., & Hauritz, M. (1978). A study of the attitudes of NSW. school principals towards the education and prevocational provision for the mildly intellectually handicapped. Unpublished manuscript, Macquarie University at North Ryde (Australia).