Responses to questions teachers and administrators frequently ask about inclusive school programs

Phi Delta Kappan

Volumn 78, Issue 2, 1996, Pages 150-156

  McLeskey, James ^a   Waldron, Nancy L ^b  

^a INDIANA UNIVERSITY   (United States)

^b Department of Counseling and Educational Psychology ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0039566001     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (44)

1. Edward T. Baker, Margaret Wang, and Herbert J. Walberg, "The Effects of Inclusion on Learning," Educational Leadership, December 1994/January, 1995, pp. 33-35;
2. Susan Epps and Gerald Tindal, "The Effectiveness of Differential Programming in Serving Students with Mild Handicaps: Placement Options and Instructional Programming," in Margaret C. Wang, Maynard C. Reynolds, and Herbert J. Walberg, eds., Handbook of Special Education: Research and Practice, Volume I: Learner Characteristics and Adaptive Education (Oxford: Pergamon Press, 1987), pp. 213-48;
3. Herbert Goldstein, James Moss, and Laura Jordan, The Efficacy of Special Class Training on the Development of Mentally Retarded Children (Washington, D.C.: U.S. Office of Education, Cooperative Research Project No. 619, 1965);
4. G. Orville Johnson, A Comparative Study of the Personal and Social Adjustment of Mentally Handicapped Children Placed in Special Classes with Mentally Handicapped Children Who Remain in Regular Classes (Syracuse, N.Y.: Syracuse University Press, 1961);
5. and Nancy A. Madden and Robert E. Slavin, "Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes," Review of Educational Research, vol. 53, 1983, pp. 519-69.
6. Baker, Wang, and Walberg, Review of Educational Research, op. cit.;
7. Epps and Tindal, Review of Educational Research, op. cit.;
8. Madden and Slavin, Review of Educational Research, op. cit.
9. Mariana C. Haynes and Joseph R. Jenkins, "Reading Instruction in Special Education Resource Rooms," American Educational Research Journal, vol.23, 1986, pp. 161-90;
10. Anne McGill-Franzen and Richard L. Allington, "The Gridlock of Low Reading Achievement: Perspectives on Practice and Policy," Remedial and Special Education, vol. 12, 1991, pp. 20-30;
11. Marleen Pugach and Cynthia Warger, "Curriculum Considerations," in John I. Goodlad and Thomas C. Lovitt, eds., Integrating General and Special Education (New York: Macmillan, 1993), pp. 125-48;
12. Stephen W. Smith, "Individualized Education Programs (IEPs) in Special Education - From Intent to Acquiescence," Exceptional Children, vol. 57, 1990, pp. 6-14;
13. Caren Wesson and Stanley L. Deno, "An Analysis of Long-Term Instructional Plans in Reading for Elementary Resource Room Students," Remedial and Special Education, January/February 1989, pp. 21-28.
14. Haynes and Jenkins, Remedial and Special Education, op. cit.;
15. Smith, Remedial and Special Education, op. cit.;
16. Wesson and Deno, Remedial and Special Education, op. cit.
17. Pugach and Warger, Remedial and Special Education, op. cit.;
18. Smith, Remedial and Special Education, op. cit.
19. McGill-Franzen and Allington, Remedial and Special Education, op. cit.;
20. Pugach and Warger, Remedial and Special Education, op. cit.
21. Nancy L. Waldron, Evaluation Report: Elementary Inclusion Programs for Students with Disabilities (1993-94) (Bloomington: Department of Counseling and Educational Psychology, Indiana University, 1994).
22. James Q. Affleck et al., "Integrated Classroom Versus Resource Model: Academic Viability and Effectiveness," Exceptional Children, vol. 54, 1988, pp. 339-48;
23. Madhabi Banerji and Ronald A. Dailey, "A Study of the Effects of an Inclusion Model on Students with Specific Learning Disabilities," Journal of Learning Disabilities, vol. 28, 1995, pp. 511-22;
24. George G. Bear and Willis A. Proctor, "Impact of a Full-Time Integrated Program on the Achievement of Nonhandicapped and Mildly Handicapped Children," Exceptionality, vol. 1, 1990, pp. 227-38;
25. Nancy L. Waldron, Evaluation Report (1990-91): Integrating Students with Disabilities in the Least Restrictive Environment (Bloomington: Department of Counseling and Educational Psychology, Indiana University, 1991);
26. Naomi Zigmond et al., "Special Education in Restructured Schools: Findings from Three Multi-Year Studies," Phi Delta Kappan, March 1995, p. 539.
27. Lawrence Baines and Colleen Baines with Carol Masterson, "Mainstreaming: One School's Reality," Phi Delta Kappan, September 1994, pp. 39-40, 57-64;
28. Albert Shanker, "Full Inclusion Is Neither Free nor Appropriate," Educational Leadership, December 1994/January 1995, pp. 18-21.
29. Bear and Proctor, Educational Leadership, op. cit.;
30. Nancy L. Waldron, Evaluation Report (1991-92): Integrating Students with Disabilities in the Least Restrictive Environment (Bloomington: Department of Counseling and Educational Psychology, Indiana University, 1992).
31. Waldron, Evaluation Report (1993-94).
32. Douglas Fuchs and Lynn S. Fuchs, "Inclusive Schools Movement and the Radicalization of Special Education Reform," Exceptional Children, vol. 60, 1994, pp. 294-309.
33. Douglas Biklen, Achieving the Complete School: Strategies for Effective Mainstreaming (New York: Teachers College Press, 1985);
34. Robert B. Kugel and Wolf Wolfensberger, Changing Patterns in Residential Services for the Mentally Retarded (Washington, D.C.: President's Committee on Mental Retardation, 1969).
35. Stuart E. Schwartz, Exceptional People: A Guide for Understanding (New York: McGraw-Hill, 1991).
36. Robert D. Coates, "The Regular Education Initiative and Opinions of Regular Classroom Teachers," Journal of Learning Disabilities, vol. 22, 1989, pp. 532-36;
37. Melvyn I. Semmel et al., "Teacher Perceptions of the Regular Education Initiative," Exceptional Children, vol. 56, 1991, pp. 9-24.
38. Brenda S. Myles and Richard L. Simpson, "Regular Educators' Modification Preferences for Mainstreaming Mildly Handicapped Students," Journal of Special Education, vol. 22, 1989, pp. 479-91.
39. Pamela Pruitt, James McLeskey, Barbara Wilcox, and Tom Brush, Including Students with Mild Disabilities: Modification Preferences of Middle-Level Educators (Bloomington: Department of Curriculum and Instruction, Indiana University, 1995).
40. William Bender, Learning Disabilities: Characteristics, Identification, and Teaching Strategies (Boston: Allyn and Bacon, 1992);
41. Donald D. Deshler, Jean Schumaker, and Keith Lenz, "Academic and Cognitive Interventions for LD Adolescents: Part I," Journal of Learning Disabilities, vol. 17, 1984, pp. 108-17.
42. Michael G. Fullan and Susan Stiegelbauer, The New Meaning of Educational Change (New York: Teachers College Press, 1991).
43. Michael G. Fullan and Susan Stiegelbauer, The New Meaning of Educational Change Ibid.1991). ;
44. Seymour B. Sarason, The Predictable Failure of Educational Reform (San Francisco: Jossey-Bass, 1990).