Examining Special and General Education Collaborative Practices in Exemplary Schools

Journal of Educational and Psychological Consultation

Volumn 13, Issue 4, 2002, Pages 279-283

  McLaughlin, Margaret J ^a  

^a UNIVERSITY OF MARYLAND   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0344629765     PISSN: 10474412     EISSN: None     Source Type: Journal    
DOI: 10.1207/s1532768xjepc1304_02     Document Type: Review

References (10)

1. Edmonds, R. (1979). Effective schools for the urban poor. Educational Leadership, 37, 15-24.
2. Friend, M., & Cook, L. (2000). Interactions: Collaboration skills for school professionals (3rd ed.). White Plains, NY: Addison-Wesley.
3. Individuals with Disabilities Education Act Amendments of 1997, Pub. L. No. 105-17, §614(b)(2)(a) (1997).
4. Lee, V. E., & Loeb, S. (2000). School size in Chicago elementary schools: Effects on teachers' attitudes and students' achievement. American Educational Research Journal, 37, 3-31.
5. Levine, D. U., & Lezotte, L. W. (1990). Unusually effective schools: A review and analysis of research and practice. Madison, WI: The National Center for Effective Schools Research and Development.
6. McLaughlin, M. J. (1999). Access to the general education curriculum: Paperwork and procedure or redefining special education, Journal of Special Education Leadership, 12, 9-14.
7. No Child Left Behind Act. Reauthorization of the Elementary and Secondary Education Act. Pub. L 107-110 §2102 (4) (2001).
8. Nolet, V., & McLaughlin, M. J. (2000). Accessing the general curriculum: Including students with disabilities into standards-based reform. Thousand Oaks, CA: Corwin.
9. Vaughn, S., Bos, C. S., & Schumm, J. S. (1997). Teaching mainstreamed, diverse, and at-risk students in the general education classroom. Needham Heights, MA: Allyn & Bacon.
10. Vaughn, S., Schumm, J. S., & Arguelles, M. E. (1997). The ABCDEs of co-teaching. TEACHING Exceptional Children, 30, 1-10.