Everyone here can play

Educational Leadership

Volumn 56, Issue 1, 1998, Pages 42-45

  Sapon Shevin, Mara ^a   Dobbelaere, Anne ^b   Corrigan, Cathleen ^c   Goodman, Kathleen ^b   Mastin, Mary ^b  

^a SYRACUSE UNIVERSITY   (United States)

^b Ed Smith Elementary School   (United States)

^c NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0032359443     PISSN: 00131784     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (6)

1. Forest, M., & Lusthaus, E. (1989). Promoting educational equity for all students: Circles and aps. In S. Stainback, W. Stainback, & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 43-57). Baltimore: Paul H. Brookes.
2. Paley, V. (1992). You can't say you can't play. Cambridge, MA: Harvard University Press.
3. Sapon-Shevin, M., Dobbelaere, A., Corrigan, C., Goodman, K., & Mastin, M. (1998). Promoting inclusive behavior in inclusive classrooms: "You can't say you can't play." In L. H. Meyer, H. S. Park, M. Grenot-Scheyer, I. S. Schwartz, & B. Harry (Eds.), Making friends: The influences of culture and development (pp. 105-132). Baltimore: Paul H. Brookes.
4. Van der Klift, E., & Kunc, N. (1994). Beyond benevolence: Friendships and the politics of help. In J. S. Thousand, R. A. Villa, & A. I. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 391-401). Baltimore: Paul H. Brookes.
5. Vandercook, T., York, J., & Forest, M. (1989). The McGill Action Planning Systems (MAPS): A strategy for building the vision. Journal of the Association for Persons with Severe Handicaps, 69, 736-747.
6. Voeltz, L. M., & Brennan, J. M. (1984). Analysis of interactions between nonhandicapped and severely handicapped peers using multiple measures. In J. M. Berg (Ed.), Perspectives and progress in mental retardation: Vol. 1. Social, psychological and educational aspects (pp. 61-72). Baltimore: University Park Press.