Student attitudes toward peers with disabilities in inclusive and special education schools

Disability and Society

Volumn 19, Issue 1, 2004, Pages 61-76

  Bunch, G ^a   Valeo, A ^a  

^a YORK UNIVERSITY   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1642518619     PISSN: 09687599     EISSN: None     Source Type: Journal    
DOI: 10.1080/0968759032000155640     Document Type: Review

References (11)

1. Bandura, A. (1986) Social foundations of thought and action: a social cognitive theory (Englewood Cliffs, NJ, Prentice Hall).
2. Bunch, G. (1999) Inclusion: how to: essential classroom strategies (Toronto, Ont., Inclusion Press).
3. Bunch, G. & Valeo, A. (1997) Inclusion: recent research (Toronto, Ont., Inclusion Press).
4. Downing, J. E. & Eichinger, J. (1996) Role of peers in the inclusion process, in: J. E. Downing (Ed.) Including students with severe and multiple disabilities in typical classrooms (Baltimore, MD, Paul H. Brookes), 129-146.
5. Forest, M. & Lusthaus, E. (1989) Promoting educational equality for all students, in: S. Stainback, W. Stainback & M. Forest (Eds) Educating all students in the mainstream of regular education (Baltimore, MD, Paul H. Brookes), 43-58.
6. Hutt, M. L. & Gibby, R. W. (1979) The mentally retarded child (Boston, MA, Allyn and Bacon).
7. Karagiannis, A., Stainback, W. & Stainback, S. (1996) Rationale for inclusive schooling, in: S. Stainback & W. Stainback (Eds) Inclusion: a guide for educators (Baltimore, MD, Paul H. Brookes), 3-16.
8. Martlew, M. & Hodson, J. (1991) Children with mild learning difficulties in an integrated and in a special school: comparisons of behaviour, teasing and teacher attitudes, British Journal of Educational Psychology, 61(3), 355-372.
9. Staub, D. & Peck, C. A. (1994/1995) What are the outcomes for nondisabled students? Educational Leadership, 61(3), 36-39.
10. Thomas, G. E. (1996) Teaching students with mental retardation: a life goals planning curriculum (Englewood Cliffs, NJ, Merrill).
11. Wood, J. W. (1998) Adapting instruction to accommodate students in inclusive settings (Columbus, OH, Merrill).