Inclusive education in the United States: Beliefs and practices among middle school principals and teachers

Education Policy Analysis Archives

Volumn 4, Issue , 1996, Pages 1-29

  Tanner, C Kenneth ^a   Linscott, Deborah Jan Vaughn ^b,c   Galis, Susan Allan ^b,d  

^a UNIVERSITY OF GEORGIA   (United States)

^b Fulton County ^*  (United States)

^c Fulton County Schools   (United States)

^d University of Georgia ^*  (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344062147     PISSN: 10682341     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (87)

1. Anderman, E. M., & Maehr, M. L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64(2), 287-309.
2. Arrington, L. R. (1993). Integrating special education students into the regular classroom: An investigation and analysis of principal and teacher attitudes. Unpublished doctoral dissertation, The University of Arizona, Tucson.
3. BaiLey, D. & Winton, P. (11989). Friendship and acquaintance among families in a mainstreamed day care center. Education and Training of the Mentally Retarded, 24, 117-113.
4. Baines, L., Baines, C., & Masterson, C. (1994). Mainstreaming: One school's reality. Phi Delta Kappan, 76(1), 39-64.
5. Baker, E. T. (1994). Meta-analytic evidence for non-inclusive educational practices: Does educational research support current practice for special-needs students? Unpublished doctoral dissertation. Philadelphia: Temple University.
6. Baker, E. T., Wang, M. C., & Walberg, H. J. (1995). The effects of inclusion on learning. Educational Leadership, 42(4), 33-35.
7. Bauwens, J., Hourcade, J. J., & Friend, M. (1989). Cooperative teaching: A model for general and special education integration. Remedial and Special Education, 10(2), 17-22.
8. Best, J. W. (1970). Research in education. Englewood Cliffs, NJ: Prentice-Hall.
9. Burrello, L. C. (Ed.). (1991). New role relationships between principals and special education administrators. Principal letters: Practices for inclusive schools. Bloomington, IN: Indiana University, National Academy/CASE.
10. Burrello, L. C., & Wright, P. T. (Eds.). (1992). Principal leadership. Principal letters: Practices for inclusive schools. Bloomington, IN: Indiana University, National Academy/CASE.
11. Byrnes, M. (1990). The regular education debate: A view from the field. Exceptional Children, 56(4), 345-349.
12. Carlberg, C. & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. Journal of Special Education, 14, 295-309.
13. Chaikind, S., Danielson, L. C., & Brauen, M. L. (1993). What do we know about the costs of special education? A selected review. The Journal of Special Education, 26(4), 344-370.
14. Christenson, S. L., Ysseldyke, J. E., & Thurlow, M. L. (1989). Critical instructional factors for students with mild handicaps: An integrative review. Remedial and Special Education, 10(5), 21-31.
15. Dempsey, S., & Fuchs, D. (1993). "Flat" versus "weighted" reimbursement formulas: A longitudinal analysis of statewide special education funding practices. Exceptional Children, 59(5), 433-443.
16. de Vaus, D. A. (1986). Surveys in social research (Contemporary Social Research Series, Vol. II). London: George Allen and Unwin Publishers Limited.
17. Donaldson, R., & Christiansen, J. (1990). Consultation and collaboration: A decision-making model. Teaching Exceptional Children, 22(2), 22-25.
18. Farley, J. L. (1991). The current attitudes of principals and teachers regarding mainstreaming in Virginia middle-level schools. Unpublished doctoral dissertation, The College of William and Mary, Williamsburg, VA.
19. Fuchs, D., & Fuchs, L. (1994). Inclusive school movement and the radicalization of special education reform. Exceptional Children, 60(4), 294-309.
20. Fuchs, D., & Fuchs, L. (1995). What's "special" about special education? Phi Delta Kappan, 76(7), 522-530.
21. Galis, S. A. (1994). Inclusive education: Attitudes and beliefs of special and regular educators in the state of Georgia. Unpublished doctoral dissertation, University of Georgia, Athens.
22. Galis, S. A., & Tanner, C. K. (1995). Inclusion in elementary schools: A survey and policy analysis. Education Policy Analysis Archives, [http://olam.ed.asu.edu/epaa/v3n15.html] 3(15), 1-24.
23. Gallagher, J. J. (1994). The pull of societal forces on special education. The Journal of Special Education, 27(4), 521-530.
24. Gallup, G. (1976).The sophisticated poll watcher's guide (Rev. Ed.). Princeton: Princeton Opinion Press.
25. Giangreco, M. F., Dennis, R., Cloninger, C., Edelman, S., & Schattman, R. (1993). "I've counted Jon": Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59(4), 359-373.
26. Green, A. & Stoneman, Z. (1989). Attitudes of mothers and fathers of nonhandicapped children. Journal of Early Intervention, 13(4), 292-304.
27. 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(6), 491-507.
28. Heller, K., Holtzman, W., & Messick, S. (1982). Placing children in special education: A strategy for equity. Washington, D.C.: National Academy of Science Press.
29. Helmstetter, E., Peck, C., & Giangreco, M. F. (1993). Outcomes of interactions with peers with moderate or severe disabilities: A statewide survey of high school students. Unpublished manuscript, Washington State University.
30. Heumann, J. E. (1994, September 16). Answers to frequently asked questions about the requirement of The Individuals With Disabilities Education Act (IDEA). Available from U. S. Dept. of Education, OSERS, 400 Maryland Ave., S. W., Washington, D.C. 20202.
31. Hobbs, N. (1980). An ecologically oriented service-based system for the classification of handicapped children. In E. Salzinger, J. Antrobus, & Glick (Eds.), The Ecosystem of the "risk" child (pp. 271-290). New York: Academic Press.
32. Huefner, D. S. (1994). The mainstreaming cases: Tensions and trends for school administrators. Educational Administration Quarterly, 30(1), 27-55.
33. Individuals with Disabilities Education Act 20 U.S.C. $ 1400, et seq.
34. Jenkins, J. R., Jewell, M., Leicester, N., OUConnor, R. O., Jenkins, L. M., & Troutner (1994). Accommodations for individual differences without classroom ability groups: An experiment in school restructuring. Exceptional Children, 60(4), 344-358.
35. Johnston, D., Proctor, W., & Corey, S. (1995). Not a way out: A way in. Educational Leadership, 42(4), 46-49.
36. Jones, M. M., & Carlier, L. L. (1995). Creating inclusionary opportunities for learners with multiple disabilities: A team-teaching approach. Teaching Exceptional Children, 27(3), 23-27.
37. Lipsky, D. K. (1994). National survey gives insight into inclusive movement. Inclusive Education Programs, 1(3), 4-7.
38. MacKinnon, J. D., & Brown, M. E. (1994). Inclusion in secondary schools: An analysis of school structure based on teacher' images of change. Educational Administration Quarterly, 30(2), 126-152.
39. Madden, N. A., Slavin, R. E., Karweit, N. L., Dolan, L. J., & Wasik, B. A. (1993). Success for All: Longitudinal effects of a restructuring program for inner-city elementary schools. American Educational Research Journal, 30(1), 123-148.
40. Maroldo, R. A. (Ed.). (1994). Heterogeneity: Strategies for accepting differences on the general classroom. Inclusive Education Programs, 1(4), 8-10.
41. McCaneny, F. X. (1992). The impact of school principals' attitudes toward mainstreaming on student referral. Unpublished doctoral dissertation, Temple University, Indiana.
42. McDonnell, A. P., & Hardman, M. L. (1989). The desegregation of America's special schools: Strategies for change. Journal of the Association for Persons with Severe Handicaps, 14(1), 68-74.
43. McFerrin, A. J. (1987). A comparison of the attitudes of regular and special education teacher education faculty toward mainstreaming. Unpublished doctoral dissertation, University of Georgia, Athens. Meyen, E. (1978). An introductory perspective. In E. Meyen (Ed.), Exceptional children and youth (pp. 2-64). Denver: Love Publishing.
44. McFerrin, A. J. (1987). A comparison of the attitudes of regular and special education teacher education faculty toward mainstreaming. Unpublished doctoral dissertation, University of Georgia, Athens. Meyen, E. (1978). An introductory perspective. In E. Meyen (Ed.), Exceptional children and youth (pp. 2-64). Denver: Love Publishing.
45. Miller, L. (1990). The regular education initiative and school reform: Lessons from the mainstream. Remedial and Special Education, 11(3), 17-22.
46. Morse, W. C. (1994). Comments from a biased viewpoint. The Journal of Special Education, 27(4), 531-542.
47. National Center on Educational Restructuring and Inclusion (1994). National survey on inclusive education. Bulletin: NCERI, 1, 1-4.
48. National Commission on Excellence in Education (1983). A nation at risk. Arlington, VA.: ERIC Document Reproduction Service.
49. National Council on Disability (1995). Improving the implementation of the Individuals with Disabilities Education Act: Making schools work for all of America's children. Washington, D.C.: Author.
50. Nevin, A., Thousand, J., Paolucci-Whitcomb, P., & Villa, R. (1990). Collaborative consultation: Empowering public school personnel to provide heterogeneous schooling for all - or, who rang that bell? Journal of Educational and Psychological Consultation, 1(1), 41-67.
51. Nunnery, M. Y., & Kimbrough, R. B. (1971). Powers, polls, and school elections. Berkeley, CA: McCutchan.
52. Oberti v. Board of Education of the Borough of Clementon School District, 789 F. Supp. 1322, 75 Ed.Law Rep. 258, (D.N.J. 1992); 801 F. Supp. 1393 (D.N.J. 1992); affirmed 995 F.2d 1204, 83 Ed.Law Rep. 1009 (3d Cir. 1993).
53. O'Neil, J. (1995). Can inclusion work? A conversation with Jim Kauffman and Mara Sapon-Shevin. Educational Leadership, 42(4), 7-11.
54. Osborne, A. G., & Dimattia, P. (1994). The IDEA's least restrictive environment mandate: Legal implications. Exceptional Children, 61(1), 6-14.
55. Peck, C. A., Carlson, P., & Helmstetter, E. (1992). Parent and teacher perceptions of outcomes for typically developing children enrolled in integrated early childhood programs: A statewide survey. Journal of Early Intervention, 16, 53-63.
56. Peck, C. A., Mabry, L., Curley, J., & Conn-Powers, M. (May 1993). Implementing inclusion at the early childhood level: A follow-along study of 54 programs. Paper presented at the annual Washington State Infant and Early Childhood Conference, Seattle.
57. Principals favor reconsideration of inclusion policy for disabled (1995). Report on Education of the Disadvantaged, Sample Issue, p. 2.
58. Raison, J., Hanson, L. A., Hall, C., & Reynolds, M. C. (1995). Another school's reality. Phi Delta Kappan, 76(6), 480-482.
59. Rath, C. C. (1989). The integration of handicapped students in the middle school: The principal's view. Unpublished doctoral dissertation, Boston University.
60. Reynolds, M., & Birch, J. (1982). Teaching exceptional children in all America's schools (2nd ed.). Reston, VA: The Council for Exceptional Children.
61. Riley, R. W. (1993, September). A new direction for education. Principal, 73, 5-8.
62. Rock, E. E., Rosenberg, M. S., & Carran, D. T. (1994). Variables affecting the reintegration rate of students with serious emotional disturbance. Exceptional Children, 61(3), 254-268.
63. Sapon-Shevin, M. (1990). Student support through cooperative learning. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education. Baltimore, MD: Paul H. Brookes.
64. Schiller, E. P., Coutinho, M., & Kaufman, M. J. (1993). Establishing a unity between regular and special education. In Integrating Students with Special Needs. Washington, D.C.: National Education Association.
65. Schulte, A. L., Osborne, S. S., & McKinney, J. D. (1990). Academic outcomes for students with learning disabilities in consultation and resource programs. Exceptional Children, 57(2), 162-172.
66. Schumm, J. S., & Vaughn, S. (1992). Planning for mainstreamed special education students: Perceptions of general education teachers. Exceptionality, 3(2), 81-98.
67. Servatius, J. D., Fellows, M., & Kelly, D. (1989). Schools are for all kids: The leadership challenge. Unpublished training manual, San Francisco State University, CRI, San Francisco, CA.
68. Shapiro, J. P., Loeb, P., Bowermaster, D., Wright, A., Hadden, S., & Toach, T. (1993, December 13). Separate and unequal. U. S. News and World Report, p. 46-60.
69. Slavin, R. E., Madden, N. A., Karweit, N. L., Dolan, L., Wasik, B. A., Shaw, A., Mainzer, K. L., & Haxby, B. (1991). Neverstreaming: Prevention and early intervention as an alternative to special education. Journal of Learning Disabilities, 24(6), 373-378.
70. Slavin, R.E., Madden, N. A., Karweit, N. L., Livermon, B. J., & Dolan, L. (1990). Success for All: First-year outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27(2), 255-278.
71. Smith v. Robinson, 468 U.S. 992, 1009 (1984).
72. Stainback, S., & Stainback, W. (1990). Inclusive schooling. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Independent integrated education. Baltimore, MD: Paul H. Brookes.
73. Stainback, S., & Stainback, W. (1984). A rationale for the merger of special and regular education. Exceptional Children. 51(2), 102-111.
74. Staub, D., & Peck, C. A. (1995). What are the outcomes for non disabled students? Educational Leadership, 52(4), 36-41.
75. Thousand, J. S., & Villa, R. A. (1992). Collaborative teams: A powerful tool in school restructuring. 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. Baltimore, MD: Paul H. Brookes.
76. U. S. Department of Education (1994). To assure the free appropriate education of all children with disabilities: 16th Annual Report to Congress on the implementation of IDEA. Washington, D.C.: U.S. Department of Education.
77. Van Dyke, R., Stallings, M. A., & Colley, K. (1995). How to build an inclusive school community: A success story. Phi Delta Kappan, 76(6), 475-479.
78. Vergason, G. A., & Anderegg, M. L. (1992). Preserving the least restrictive environment. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education. Needham Heights, MA: Allyn and Bacon.
79. Villa, R. A. (1989). Model public school inservice programs: do they exist? Teacher Education and Special Education, 12, 173-176.
80. Villa, R. A., & Thousand, J. S. (1992). Student collaboration: an essential for curriculum delivery in the 21st Century. In S. Stainback & W. Stainback (Eds.), Curriculum considerations in inclusive classrooms: Facilitating learning for all students. Baltimore, MD: Paul H. Brookes.
81. Wade, B., & Moore, M. (1992). Patterns of educational integration: International perspectives on mainstreaming children with special educational needs. Wallingford, Oxfordshire UK: Triangle Books.
82. Walker, L. J. (1987). Procedural rights in the wrong system: Special education is not enough. In A. Gartner and T. Joe (Eds.). Images of the Disabled/Disabling Images. New York: Praeger.
83. Wang, M. C., & Baker, E. T. (1985-86). Mainstreaming programs: Design features and effects. The Journal of Special Education, 19, 503-521.
84. West, J. F. & Cannon, G. S. (1988). Essential collaborative consultation competencies for regular and special educators. Journal of Learning Disabilities, 21(1), 57-63.
85. White, L. L. (1993). Cobb County Schools principals' perception of inclusion. Unpublished education specialist degree project, West Georgia College, Carrollton, GA.
86. Yatvin, J. (1995). Flawed assumptions. Phi Delta Kappan, 76(6), 482-484.
87. Ysseldyke, J. E., & Algozzine, B. (1982). Critical issues in special and remedial education. Boston: Houghton Mifflin.