Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities

Remedial and Special Education

Volumn 20, Issue 4, 1999, Pages 199-207

  Cook, Bryan G ^a   Semmel, Melvyn I ^a   Gerber, Michael M ^a  

^a NONE

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0033163856     PISSN: 07419325     EISSN: None     Source Type: Journal    
DOI: 10.1177/074193259902000403     Document Type: Article

References (41)

1. Baker, J. M., & Zigmond, N. (1995). The meaning and practice of inclusion for students with learning disabilities: Themes and implications from the five cases. The Journal of Special Education, 29, 163-180.
2. Biklen, D. (Ed.) (1985). Achieving the complete school: Strategies for effective mainstreaming. New York: Teacher's College, Columbia University.
3. Biklen, D. P. (1991). Social policy, social systems, and educational practice. In L. H. Meyer, C. A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 387-390). Baltimore: Brookes.
4. Cook, B. G., Gerber, M. M., & Semmel, M. I. (1997). Are effective school reforms effective for all students? The implications of joint outcome production for school reform. Exceptionality, 7, 77-95.
5. Darling-Hammond, L. (1996). What matters most: A competent teacher for every child. Phi Delta Kappan, 78, 193-200.
6. Davis, J. C., & Maheady, L. (1991). The Regular Education Initiative: What do three groups of education professionals think? Teacher Education and Special Education, 14, 211-220.
7. Downing, J. E., Eichinger, J., & Williams, L. J. (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.
8. Fox, N. E., & Ysseldyke, J. E. (1997). Implementing inclusion at the middle school level: Lessons for a negative example. Exceptional Children, 64, 81-98.
9. Fullan, M. (1991). The new meaning of educational change. New York: Teachers College Press.
10. Gamoran, A., & Dreeben, R. (1986). Coupling and control in educational organizations. Administrative Science Quarterly, 31, 612-632.
11. Garvar-Pinhas, A., & Schmelkin, L. P. (1989). Administrators' and teachers' attitudes toward mainstreaming. Remedial and Special Education, 10, 38-43.
12. Gerber, M. M. (1988). Tolerance and technology of instruction: Implications for special education reform. Exceptional Children, 54, 309-314.
13. Gickling, E. E., & Theobald, J. T. (1975). Mainstreaming: Affect or effect. The Journal of Special Education, 9, 317-328.
14. Hasazi, S. B., Johnston, A. P., Liggett, A. M., & Schattman, R. A. (1994). A qualitative policy study of the Least Restrictive Environment provision of the Individuals with Disabilities Education Act. Exceptional Children, 60, 491-507.
15. Horne, M. D. (1985). Attitudes toward handicapped peers: Professional, peer and parent reaction. Hillsdale, NJ: Erlbaum.
16. Jamieson, J. D. (1984). Attitudes of educators toward the handicapped. In R. L. Jones (Ed.), Attitudes and attitude change in special education: Theory and practice (pp. 206-222). Reston, VA: Council for Exceptional Children.
17. Johnson, L., Pugach, M., & Hammitte, D. (1988). Barriers to effective special education consultation. Remedial and Special Education, 9, 41-47.
18. Kauffman, J. M., Gerber, M. M., & Semmel, M. I. (1988). Arguable assumptions underlying the Regular Education Initiative. Journal of Learning Disabilities, 21, 6-12.
19. Lerner, J. (1997). Learning disabilities: Theories, diagnosis, and teaching strategies (7th ed.). Boston: Houghton Mifflin.
20. MacMillan, D. L., Jones, R. L., & Meyer, C. E. (1976). Mainstreaming the mildly retarded: Some questions, cautions, and guidelines. Mental Retardation, 14, 3-10.
21. Meyer, J. W., & Rowan, B. (1977). Institutionalized organizations: Formal structure as myth and ceremony. American Journal of Sociology, 83, 340-363.
22. Moore, J., & Fine, M. J. (1978). Regular and special class teachers' perception of normal and exceptional children and their attitudes toward mainstreaming. Psychology in the Schools, 15, 253-259.
23. Ochoa, S. H., & Olivarez, A. (1995). A meta-analysis of peer rating socio-metric studies of pupils with learning disabilities. The Journal of Special Education, 29, 1-19.
24. Purkey, S. C., & Smith, M. S. (1983). Effective schools: A review. The Elementary School Journal, 83, 427-452.
25. Reynolds, M. C., Wang, M. C., & Walberg, H. J. (1987). The necessary restructuring of special education. Exceptional Children, 53, 391-398.
26. Sage, D. (1996). Administrative strategies for achieving inclusive schooling. In S. Stainback & W. Stainback (Eds.), Inclusion: A guide for educators (pp. 105-116). Baltimore: Brookes.
27. Schmelkin, L. P. (1981). Teachers' and non-teachers' attitudes toward mainstreaming. Exceptional Children, 48, 42-47.
28. Schumm, J. S., & Vaughn, S. (1991). Making adaptations for mainstreamed students: General classroom teachers' perspectives. Remedial and Special Education, 12, 18-27.
29. Schumm, J. S., Vaughn, S., Gordon, J., & Rothlein, L. (1994). General education teachers' beliefs, skills, and practices in planning for mainstreamed students with learning disabilities. Teacher Education and Special Education, 17, 22-37.
30. Scruggs, T. E., & Mastropieri, M. A. (1996). Teacher perceptions of mainstreaming/inclusion, 1958-1995: A research synthesis. Exceptional Children, 63, 59-74.
31. Semmel, M. I. (1986). Special education in the year 2000 and beyond: A proposed action agenda for addressing selected ideas. In H. Prehm (Ed.), The future of special education. Proceedings of the May 1986 CEC Symposium (pp. 285-354). Reston, VA: The Council for Exceptional Children.
32. Semmel, M. I., Abernathy, T. V., Butera, G., & Lesar, S. (1991). Teacher perceptions of the Regular Education Initiative. Exceptional Children, 58, 9-24.
33. Semmel, M. I., & Gerber, M. M. (1997). The School Environment Project: Final Report. Special Education Research Laboratory (SERL) Technical Report, University of California, Santa Barbara.
34. Stainback, W., & Stainback, S. (1989). Common concerns regarding merger. In S. Stainback, W. Stainback, & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 255-274). Baltimore: Brookes.
35. Stainback, S., Stainback, W., & Ayres, B. (1996). Schools as inclusive communities. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education: Divergent perspectives (2nd ed., pp. 31-43). Boston: Allyn & Bacon.
36. Villa, R. A., Thousand, J. S., Meyers, H., & Nevin, A. (1996). Teacher and administrator perceptions of heterogeneous education. Exceptional Children, 63, 29-45.
37. Weatherley, R., & Lipsky, M. (1977). Street level bureaucrats and institutional innovation: Implementing special-education reform. Harvard Educational Review, 47, 171-197.
38. Will, M. C. (1986). Educating students with learning problems: A shared responsibility. Washington, DC: Office of Special Education and Rehabilitative Services, U.S. Department of Education.
39. Wolfensberger, W. (1994). A personal interpretation of the mental retardation scene in light of the "signs of the times." Mental Retardation, 32, 19-33.
40. Zigmond, N., & Baker, J. (1990). Mainstream experiences for learning disabled students (Project MELD): Preliminary report. Exceptional Children, 57, 176-185.
41. Zigmond, N., Jenkins, J. R., Fuchs, L. S., Deno, S., Fuchs, D., Baker, J. N., Jenkins, L., & Couthino, M. (1995). Special education in restructured schools: Findings from three multi-year studies. Phi Delta Kappan, 76, 531-540.