Evaluation of a first-year inclusion program

Remedial and Special Education

Volumn 20, Issue 4, 1999, Pages 216-225

  Tapasak, Renée C ^a   Walther Thomas, Christine S ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033160172     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/074193259902000405     Document Type: Article

References (43)

1. Baumgart, D., Filler, J., & Askvig, B. A. (1991). Perceived importance of social skills: A survey of teachers, parents, and other professionals. The Journal of Special Education, 25, 236-251.
2. Bauwens, J., & Hourcade, J. (1995). Cooperative teaching: Rebuilding the schoolhouse. Austin, TX: PRO-ED.
3. Black, F. W. (1974). Self-concept as related to achievement and age in learning disabled children. Child Development, 45, 1137-1140.
4. Brophy, J. E., & Good, T. L. (1974). Teacher-student relationships: Causes and consequences. New York: Holt, Rinehart & Winston.
5. Brown, L., Long, E., Udvari-Solner, A., Davis, L., VanDeventer, P., Ahlgren, C., Johnson, F., Grenewald, L., & Jorgenson, J. (1989). The home school. Journal of the Association for Persons with Severe Handicaps, 14, 1-7.
6. Bursuck, W., Polloway, E. A., Plante, L., Epstein, M. H., Jayanthi, M., & McConeghy, J. (1996). Report card grading and adaptations: A national survey of classroom practices. Exceptional Children, 62, 301-318.
7. Council for Exceptional Children. (1996). Crises in the classroom. CEC Today, 3, 1.
8. Creasey, M. S., & Walther-Thomas, C. S. (1996). Using planning teams to implement inclusive education effectively. Preventing School Failure, 41, 39-43.
9. Donahue, K., & Zigmond, N. (1990). Academic grades of ninth-grade urban learning disabled students and low-achieveing peers. Exceptionality, 1, 17-27.
10. Downing, J. (1996). Including students with severe and multiple disabilities in typical classrooms. Baltimore: Brookes.
11. Downing, J. E., Eichinger, J., & Williams, L. (1997). Inclusive education for students with severe disabilities: Comparative views of principals and educators at different levels of implementation. Remedial and Special Education, 18, 133-142.
12. Fuchs, D., & Fuchs, L. S. (1994). Inclusive school movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.
13. Gersten, R., Walker, H., & Darch, C. (1988). Relationship between teachers' effectiveness and their tolerance for handicapped students. Exceptional Children, 5, 433-438.
14. Giangreco, M. F., Cloninger, C. J., Dennis, R. E., & Edelman, S. W. (1994). Problem-solving methods. In J. S. Thousand, R. Villa, & A. Nevin (Eds.), Creativity and collaborative learning: A practical guide to empowering students and teachers (pp. 321-346). Baltimore: Brookes.
15. Gresham, F., & Elliott, S. N. (1989). Social skills deficits as a primary learning disability. Journal of Learning Disabilities, 22, 120-124.
16. Gresham, F. M., & Elliott, S. N. (1990). Social skills rating system. Circle Pines, MN: American Guidance Service.
17. Hammill, D. (1995, March) Keynote address. Keynote address at the Virginia Council for Learning Disabilities Conference, Tysons Corner, VA.
18. Harter, S. (1982). The perceived competence scale for children. Child Development, 53, 87-97.
19. Harter, S., & Pike, R. (1984). The pictorial scale of perceived competence and social acceptance for young children. Child Development, 55, 1969-1982.
20. Hymel, S., & Asher, S. R. (1977). Assessment and training of isolated children's social skills. Paper presented at the biennial meeting of the Society for Research in Child Development, New Orleans, LA. (ERIC Document Reproduction Service No. ED 136 930)
21. Kauffman, J. M., & Hallahan, D. P. (Eds.). (1995). The illusion of full inclusion: A comprehensive critique of a current special education bandwagon. Austin, TX: PRO-ED.
22. LaGreca, A. M., & Stone, W. L. (1990). LD status and achievement: Confounding variables in the study of children's social status, self-esteem, and behavioral functioning. Journal of Learning Disabilities, 23, 483-490.
23. Lipsky, D. K., & Gartner, A. (Eds.). (1997). Inclusion and school reform: Transforming American classrooms. Baltimore: Brookes.
24. Masten, A. S., Morrison, G. M., & Pelligrini, D. S. (1985). A revised class play method of peer assessment. Developmental Psychology, 21, 523-533.
25. McCormick, L., Loeb, D. F., & Schiefelbusch, R. L. (1997). Supporting children with communication difficulties in inclusive settings: School-based language intervention. Boston: Allyn & Bacon.
26. National Association of State Boards of Education. (1992). Winners all: A call for inclusive schools. Alexandria, VA: Author.
27. O'Shea, D. J., & O'Shea, L. J. (1997). Collaboration and school reform: A twenty-first century perspective. Journal of Learning Disabilities, 30, 449-462.
28. Pugach, M. C., & Wesson, C. (1995). Teachers' and students' views of team teaching of general education and learning-disabled students in two fifth-grade classes. Elementary School Journal, 95, 279-295.
29. Renick, M. J., & Harter, S. (1989). Impact of social comparisons on the developing self-perceptions of learning disabled students. Journal of Educational Psychology, 81, 631-638.
30. Sapon-Shevin, M. (1996). Including all students and their gifts within regular classrooms. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd ed., pp. 69-80). Boston: Allyn & Bacon.
31. Schloss, P. J., Smith, M. A., & Schloss, C. N. (1995). Instructional methods for adolescents with learning and behavior problems (2nd ed.). Boston: Allyn & Bacon.
32. Singleton, L. C., & Asher, S. R. (1977). Peer preferences and social interaction among third-grade children in an integrated school district. Journal of Educational Psychology, 69, 330-336.
33. Smith, T. E. C., Polloway, E. A., Patton, J. R., & Dowdy, C. A. (1995). Teaching children with special needs in inclusive settings. Boston: Allyn & Bacon.
34. Stainback, S., Stainback, W., East, K., & Sapon-Shevin, M. (1994). A commentary on inclusion and the development of a positive self-identity by people with disabilities. Exceptional Children, 60, 486-490.
35. Stipek, D. J., & Daniels, D. H. (1988). Declining perceptions of competence: A consequence of changes in the child or in the educational environment? Journal of Educational Psychology, 80, 352-356.
36. Taylor, R. L. (1993). Assessment of exceptional students: Educational and psychological procedures (3rd ed.). Boston: Allyn & Bacon.
37. United States Department of Education. (1997). Nineteenth annual report to Congress on the implementation of the Individuals with Disabilities Educational Act.. Washington, DC: U.S. Printing Office.
38. Valdes, K. A., Williamson, C. L., & Wagner, M. M. (1990). The national longitudinal transition study of special education students (Vol. 1). Menlo Park, CA: SRI International. (ERIC Document Reproduction Service No. ED 324 893)
39. Villa, R. E., & Thousand, J. S. (Eds.). (1995). Creating an inclusive school. Alexandria, VA: Association for Supervision and Curriculum Development.
40. Walther-Thomas, C. S. (1997a). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407.
41. Walther-Thomas, C. S. (1997b). Inclusion and teaming: Including all students in the mainstream. In T. S. Dickinson & T. O. Erb (Eds.), We gain more than we give: Teaming in middle schools (pp. 487-521). Columbus, OH: National Middle School Association.
42. Walther-Thomas, C. S., Bryant, M., & Land, S. (1996). Planning for effective co-teaching: The key to successful inclusion. Remedial and Special Education, 17, 255-265.
43. Zigmond, N., Levin, E., & Laurie, T. (1985). Managing the mainstream: An analysis of teacher attitudes and student performance in mainstream high school programs. Journal of Learning Disabilities, 18, 535-541.