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See, for example, Diane Lea Ryndak and Douglas Fisher, eds., The Foundations of Inclusive Education: A Compendium of Articles on Effective Strategies to Achieve Inclusive Education, 2nd ed. (Baltimore: TASH, 2003), available at www.tash.org; and Margaret Wang, Maynard C. Reynolds, and Herbert J. Wahlberg, eds., Handbook of Special Education: Research and Practice Vol. 1: Learner Characteristics and Adaptive Education (Oxford: Pergamon Press, 1987).
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See, for example, Diane Lea Ryndak and Douglas Fisher, eds., The Foundations of Inclusive Education: A Compendium of Articles on Effective Strategies to Achieve Inclusive Education, 2nd ed. (Baltimore: TASH, 2003), available at www.tash.org; and Margaret Wang, Maynard C. Reynolds, and Herbert J. Wahlberg, eds., Handbook of Special Education: Research and Practice Vol. 1: Learner Characteristics and Adaptive Education (Oxford: Pergamon Press, 1987).
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April
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James M. Kauffman, Kathleen McGee, and Michele Brigham, "Enabling or Disabling? Observations on Changes in Special Education," Phi Delta Kappan, April 2004, pp. 613-20; and Larry M. Lieberman, "Special Education and Regular Education: A Merger Made in Heaven?," Exceptional Children, vol. 51, 1985, pp. 513-16.
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An exception can be made for students with a hearing problem. Some recent research suggests that instruction delivered in American Sign Language results in better academic outcomes than interpreted instruction in general education classrooms.
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0001021646
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Sailor and Gee, op. cit.; George Sugai and Rob H. Homer, "Including Students with Severe Behavior Problems in General Education Settings: Assumptions, Challenges, and Solutions," in Alice J. Marr, George Sugai, and Gerald A. Tindal, eds., The Oregon Conference Monograph 6 (Baltimore: Paul H. Brookes, 1994), pp. 102-20; and Mary Morningstar, Jeannie Kleinhammer-Tramill, and Dana Lattin, "Using Successful Models of Student-Centered Transition Planning and Services for Adolescents with Disabilities," Focus on Exceptional Children, vol. 31, no. 9, 1999, pp. 1-19.
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Alice J. Marr, George Sugai, and Gerald A. Tindal, eds., Baltimore: Paul H. Brookes
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Sailor and Gee, op. cit.; George Sugai and Rob H. Homer, "Including Students with Severe Behavior Problems in General Education Settings: Assumptions, Challenges, and Solutions," in Alice J. Marr, George Sugai, and Gerald A. Tindal, eds., The Oregon Conference Monograph 6 (Baltimore: Paul H. Brookes, 1994), pp. 102-20; and Mary Morningstar, Jeannie Kleinhammer-Tramill, and Dana Lattin, "Using Successful Models of Student-Centered Transition Planning and Services for Adolescents with Disabilities," Focus on Exceptional Children, vol. 31, no. 9, 1999, pp. 1-19.
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Sailor and Gee, op. cit.; George Sugai and Rob H. Homer, "Including Students with Severe Behavior Problems in General Education Settings: Assumptions, Challenges, and Solutions," in Alice J. Marr, George Sugai, and Gerald A. Tindal, eds., The Oregon Conference Monograph 6 (Baltimore: Paul H. Brookes, 1994), pp. 102-20; and Mary Morningstar, Jeannie Kleinhammer-Tramill, and Dana Lattin, "Using Successful Models of Student-Centered Transition Planning and Services for Adolescents with Disabilities," Focus on Exceptional Children, vol. 31, no. 9, 1999, pp. 1-19.
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National Institute for Urban School Improvement: The Office of Special Education Programs, August
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Dianne L. Ferguson, Elizabeth B. Kozleski, and Anne Smith, "Transformed, Inclusive Schools: A Framework to Guide Fundamental Change in Urban Schools," National Institute for Urban School Improvement: The Office of Special Education Programs, August 2001, available from www.inclusiveschools.org/publicat.htm#transformed.
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October
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Cynthia Curry, "Universal Design: Accessibility for All Learners," Educational Leadership, October 2003, pp. 55-60; "Principles of Universal Design," Center for Universal Design, North Carolina State University, 1997, available at www.design.ncsu.edu/cud; James Rydeen, "Universal Design," available at http://industryclick.com// magazinearticle.asp?magazinearticleid=33035&mode=print; and David H. Rose, Sheek Sethuraman, and Grace J. Meo, "Universal Design for Learning," Journal of Special Education Technology, vol. 15, no. 2, 2000, pp. 56-60.
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Cynthia Curry, "Universal Design: Accessibility for All Learners," Educational Leadership, October 2003, pp. 55-60; "Principles of Universal Design," Center for Universal Design, North Carolina State University, 1997, available at www.design.ncsu.edu/cud; James Rydeen, "Universal Design," available at http://industryclick.com// magazinearticle.asp?magazinearticleid=33035&mode=print; and David H. Rose, Sheek Sethuraman, and Grace J. Meo, "Universal Design for Learning," Journal of Special Education Technology, vol. 15, no. 2, 2000, pp. 56-60.
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Cynthia Curry, "Universal Design: Accessibility for All Learners," Educational Leadership, October 2003, pp. 55-60; "Principles of Universal Design," Center for Universal Design, North Carolina State University, 1997, available at www.design.ncsu.edu/cud; James Rydeen, "Universal Design," available at http://industryclick.com// magazinearticle.asp?magazinearticleid=33035&mode=print; and David H. Rose, Sheek Sethuraman, and Grace J. Meo, "Universal Design for Learning," Journal of Special Education Technology, vol. 15, no. 2, 2000, pp. 56-60.
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Universal Design
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Rydeen, J.1
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Cynthia Curry, "Universal Design: Accessibility for All Learners," Educational Leadership, October 2003, pp. 55-60; "Principles of Universal Design," Center for Universal Design, North Carolina State University, 1997, available at www.design.ncsu.edu/cud; James Rydeen, "Universal Design," available at http://industryclick.com// magazinearticle.asp?magazinearticleid=33035&mode=print; and David H. Rose, Sheek Sethuraman, and Grace J. Meo, "Universal Design for Learning," Journal of Special Education Technology, vol. 15, no. 2, 2000, pp. 56-60.
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Claude Goldenberg, "School-University Links: Settings for Joint Work," in Successful School Change (New York: Teachers College Press, 2004), pp. 138-62.
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