School change and inclusive schools: Lessons learned from practice

Phi Delta Kappan

Volumn 84, Issue 1, 2002, Pages 65-72

  Mcleskey, James ^a   Waldron, Nancy L ^b  

^a UNIVERSITY OF FLORIDA   (United States)

^b Department of Educational Psychology ^*

Author keywords

[No Author keywords available]

Indexed keywords

EID: 1842692691     PISSN: 00317217     EISSN: None     Source Type: Journal    
DOI: 10.1177/003172170208400114     Document Type: Review

References (43)

1. Nancy L. Waldron, Integrating Students with Disabilities in the Least Restrictive Environment: Evaluation Report, 1991-92 (Bloomington: Department of Counseling and Educational Psychology, Indiana University, 1992);
2. Nancy L. Waldron, and idem, Evaluation Report: Elementary Inclusion Programs for Students with Disabilities, 1993-94 (Bloomington: Department of Counseling and Educational Psychology, Indiana University, 1994).
3. Nancy L. Waldron, Evaluation Report: Elementary Inclusion Programs for Students with Disabilities, 1993-94, 1994, Ibid.
4. Spencer J. Salend et al., "Cooperative Voices: The Voices of Two Teachers," Remedial and Special Education, January/February 1997, pp. 3-11;
5. Thomas Scruggs and Margo Mastropieri, "Teacher Perceptions of Mainstreaming/lnclusion, 1958-1995: A Research Synthesis," Exceptional Children, vol. 63, 1996, pp. 59-74;
6. Sharon Vaughn et al., "Teachers' Views of Inclusion," Learning Disabilities Research and Practice, vol. 11, 1996, pp. 96-106;
7. and Nancy L. Waldron, James McLeskey, and Debra Pacchiano, "Giving Teachers a Voice: Teachers' Perspectives Regarding Elementary Inclusive School Programs (ISPs)," Teacher Education and Special Education, vol. 22, 1999, pp. 141-53.
8. Michael Fullan, Change Forces (Bristol, Pa.: Falmer, 1993).
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, May/June 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. and Caren Wesson and Stan 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. Jesse Goodman, "Change Without Difference: School Restructuring in Historical Perspective," Harvard Educational Review, Spring 1995, pp. 1-29;
15. James McLeskey and Nancy L. Waldron, Inclusive Education in Action: Making Differences Ordinary (Alexandria, Va.: Association for Supervision and Curriculum Development, 2000);
16. and Seymour Sarason, The Predictable Failure of Educational Reform (San Francisco: Jossey-Bass, 1990).
17. Norman E. Fox and James E. Ysseldyke, "Implementing Inclusion at the Middle School Level: Lessons from a Negative Example," Exceptional Children, vol. 64, 1997, pp. 81-98.
18. McLeskey and Waldron, op. cit.
19. Marleen Pugach, "On the Failure of Imagination in Inclusive Schooling," Journal of Special Education, vol. 29, 1995, pp. 212-23.
20. Joe Delquadri et al., "Classwide Peer Tutoring," Exceptional Children, vol. 52, 1986, pp. 535-42.
21. Pugach, p. 220.
22. McLeskey and Waldron, p. 10.
23. Sarason, p. 16.
24. Ibid., p. 12.
25. Michael G. Fullan and Matthew B. Miles, "Getting Reform Right: What Works and What Doesn't," Phi Delta Kappan, June 1992, p. 751.
26. Seymour Sarason, School Change: The Personal Development of a Point of View(New York: Teachers College Press, 1995), p. 71.
27. Herbert J. Klausmeier, "IGE: An Alternative Form of Schooling," in Harriet Talmage, ed., Systems of Individualized Education (Berkeley, Calif.: McCutchan, 1975), pp. 48-83.
28. Margaret Wang, "Toward Achieving Educational Excellence for All Students: Program Design and Student Outcomes," Remedial and Special Education, May/June 1987, pp. 25-34;
29. and Margaret Wang and Jack Birch, "Comparison of a Full-Time Mainstreaming Program and a Resource Room Approach," Exceptional Children, vol.51, 1984, pp. 33-40.
30. Douglas Fuchs et al., "Bridging the Research-to-Practice Gap with Mainstreaming Assistance Teams: A Cautionary Tale," School Psychology Quarterly, vol. 11, 1996, pp. 244-66.
31. Goodman, p. 3.
32. Michael G. Fullan with Suzanne Stiegel-bauer, The New Meaning of Educational Change (New York: Teachers College Press, 1991).
33. Fuchs et al., op. cit.
34. Fuchs et al., The New Meaning of Educational Change, Ibid., p. 261.
35. Fuchs et al., The New Meaning of Educational Change, Ibid., pp. 261, 264-65.
36. Fox and Ysseldyke, p. 96.
37. Barry Bull and Mark Buechler, Planning Together: Professional Development for Teachers of All Students (Bloomington: Indiana Education Policy Center, 1997).
38. Virginia Roach, "Supporting Inclusion: Beyond the Rhetoric," Phi Delta Kappan, December 1995, pp. 295-99.
39. Russell Gersten, Hill Walker, and Craig Darch, "The Relationship Between Teachers' Effectiveness and Their Tolerance for Handicapped Students," Exceptional Children, vol. 54, 1988, pp. 433-38.
40. Fullan and Miles, p. 748.
41. Personal communication, November 1996.
42. Fullan and Miles, p. 749.
43. Fullan, pp. 31-32.