Trouble in paradise: A study of who is included in an inclusion classroom

Teachers College Record

Volumn 111, Issue 8, 2009, Pages 1971-1996

  Zindler, Rachel ^a  

^a GoldMansour and Rutherford Coaching   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 69549124310     PISSN: 01614681     EISSN: 14679620     Source Type: Journal    
DOI: None     Document Type: Article

References (10)

1. Cartledge, G. (2005). Learning disabilities and social skills: Reflections. Learning Disability Quarterly, 28,179.
2. Education for All Handicapped Children Act of 1975, Pub. L. No.94-14220, U.S.C. § 1400 etseq.
3. Guevremont D. C, & Dumas, M. C. (1994). Peer relationship problems and disruptive behavior disorders. Journal of Emotional and Behavioral Disorders, 2,164-172.
4. Howes, C. (1988). Peer interaction of young children. Monographs of the Society for Research in Child Development, 53, 1-94.
5. Individuals With Disabilities Education Act Amendments of 1997, Pub L. No.105-17, §1400, 37 Stat 111.
6. Kavale, K. A..& Forness, S. R. (1996). Social skills deficits and learning disabilities: A metaanalysis. Journal of Learning Disabilities. 29, 226-237.
7. Putnam, J., Markovchick, K, & Johnson, D. W. (1996). Cooperative learning and peer acceptance of children with learning disabilities. Journal of Social Psychology, 136, 741-752.
8. Salend, S. (1999). Facilitating friendships among diverse students. Intervention in School and Clinic, 35,9-15.
9. Salend, S. (2000). Strategies and resources to evaluate the impact of inclusion programs on students. Intervention in School and Clinic, 35, 264-270.
10. Sapon-Shevin, M., Dobbelaere, A., & Corrigan, C. (1998). Everyone here can play. Educational Leadership, 56,42-45.