Reducing prejudice against children with disabilities in inclusive settings

International Journal of Disability, Development and Education

Volumn 44, Issue 2, 1997, Pages 117-131

  Marks, Susan Bruce ^a  

^a MICHIGAN STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 79960897356     PISSN: 1034912X     EISSN: 1465346X     Source Type: Journal    
DOI: 10.1080/0156655970440204     Document Type: Article

References (37)

1. Aboud, F., 1988. Children and prejudice, London: Basil Blackwell.
2. 1993. American Heritage Dictionary, New York: Houghton Mifflin.
3. Banks, J., 1992. It's up to us. Teaching Tolerance, 1: 20–23.
4. Biklen, D., Corrigan, C., and Quick, D., 1989. “ Beyond obligation: Student's relations with each other in integrated classes ”. In Beyond separate education: Quality education for all, Edited by: Lipsky, D., and Gartner, A., 207–221. Baltimore: Paul H. Brookes.
5. Derman-Sparks, L., 1993. Empowering children to create a caring culture in a world of differences. Childhood Education, 70(2): 66–71.
6. Diamond, K., 1993a. Factors in preschool children's social problem-solving strategies for peers with and without disabilities. Early Childhood Research Quarterly, 9: 195–205.
7. Diamond, K., 1993b. Preschool children's concepts of disability in their peers. Early Education and Development, 4: 123–129.
8. Diamond, K., 1994. Evaluating preschool children's sensitivity to developmental differences in their peers. Topics in Early Childhood Special Education, 14: 499–463.
9. Elks, M., 1994. Valuing the person or valuing the role? Critique of social role valorization theory. Mental Retardation, 32: 265–271.
10. Falvey, M., Grenot-Scheyer, M., Coots, J., and Bishop, K., 1995. “ Services for students with disabilities ”. In Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction, Edited by: Falvey, M., 23–39. Baltimore: Paul H. Brookes.
11. Falvey, M., and Rosenberg, R., 1995. “ Developing and fostering friendships ”. In Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction, Edited by: Falvey, M., 267–283. Baltimore: Paul H. Brookes.
12. Gleason, J., 1991. Multicultural and exceptional student education. Separate but equal?. Preventing School Failure, 36(1): 47–49.
13. Gliedman, J., and Roth, W., 1980. The unexpected minority, New York: Carnegie Corporation.
14. Gollnick, D.M., and Chinn, P.C., 1990. Multicultural education in a pluralistic society, Columbus, OH: Charles E. Merrill.
15. Gumpel, T., 1994. Social competence and social skills training for persons with mental retardation: An expansion of a behavioral paradigm. Education and Training in Mental Retardation and Developmental Disabilities, 29: 194–201.
16. Grossman, H., 1991. Special education in a diverse society: Improving services for minority and working-class students. Preventing School Failure, 36(1): 19–27.
17. Harrington-Lueker, D., 1993. Teaching tolerance. The Executive Educator, 75(5): 14–19.
18. Hastings, R., 1994. On “good” terms: Labeling people with mental retardation. Mental Retardation, 32: 363–365.
19. Johnson, R., and Johnson, D., 1994. “ An overview of cooperative learning ”. In Creativity and collaborative learning: A practical guide to empowering students and teachers, Edited by: Thousand, J., Villa, R., and Nevin, A., 31–43. Baltimore: Paul H. Brookes.
20. McGookey, K., 1992. Drama, disability and your classroom. Teaching Exceptional Children, 24(2): 12–14.
21. Miller, H., Rynders, J., and Schleien, S., 1993. Drama: A medium to enhance social interaction between students with and without mental retardation. Mental Retardation, 31: 228–233.
22. Parish, T., Baker, S., Arheart, K., and Adamchak, P., 1980. Normal and exceptional children's attitudes toward themselves and one another. The Journal of Psychology, 104: 249–253.
23. Philips, P., 1992. Societal conceptualization of mental retardation: A contrived darkness, Lynchburg, VA: Lynchburg College. (ERIC Document Reproduction Service No. ED 359 736)
24. Pine, G., and Hilliard, A., III. 1990. Rx for racism: Imperatives for America's schools. Phi Delta Kappan, 71: 593–600.
25. Raviv, D., and Stone, C., 1991. Individual differences in the self-image of adolescents with learning disabilities: The roles of severity, time of diagnosis, and parental perceptions. Journal of Learning Disabilities, 24: 602–611.
26. Rothlisberg, B.A., Hill, R., and Damato, R.C., 1992. Social acceptance of mentally retarded children by nonlabeled peers, Muncie, IN: Ball State University, Department of Educational Psychology. (ERIC Document Reproduction Service No. ED 358 970)
27. Sailor, W., Gee, K., and Karasoff, P., 1993. “ Full inclusion and school restructuring ”. In Instruction of students with severe disabilities, Edited by: Snell, M., 1–30. New York: Macmillan.
28. Sapon-Shevin, M., 1983. Teaching children about differences: Resources for teaching. Young Children, 38(2): 24–32.
29. Sapon-Shevin, M., 1992. “ Celebrating diversity, creating community: Curriculum that builds on differences ”. In Curriculum considerations in inclusive classrooms: Facilitating learning for all students, Edited by: Stainback, S., and Stainback, W., 19–36. Baltimore: Paul H. Brookes.
30. Snell, M., and Brown, F., 1993. “ Instructional planning and implementation ”. In Instruction of students with severe disabilities, Edited by: Snell, M., 99–151. New York: Macmillan.
31. Stainback, W., and Stainback, S., 1990. “ Facilitating peer supports and friendships ”. In Support networks for inclusive schooling: Interdependent integrated education, Edited by: Stainback, W., and Stainback, S., 51–64. Baltimore: Paul H. Brookes.
32. Stover, D., 1991. Racism redux. The Executive Educator, 13(12): 35–38.
33. Van der Klift, E., and Kunc, N., 1994. “ Beyond benevolence: Friendship and the politics of help ”. In Creativity and collaborative learning: A practical guide to empowering students and teachers, Edited by: Thousand, J., Villa, R., and Nevin, A., 391–401. Baltimore: Paul H. Brookes.
34. Villa, R., and Thousand, J., 1992. “ Student collaboration: An essential for curriculum delivery in the 21st century ”. In Curriculum considerations in inclusive classrooms, Edited by: Stainback, S., and Stainback, W., 117–142. Baltimore: Paul H. Brookes.
35. Whalen, C., Henker, B., Dotemoto, S., and Hinshaw, S., 1983. Child and adolescent perceptions of normal and atypical peers. Child Development, 54: 1588–1598.
36. Yuan, F., 1994. Moving toward self-acceptance: A course for students with learning disabilities. Intervention in School and Clinic, 29: 301–309.
37. Zaslow, J., 1992. Where different is normal: Children with special needs are welcomed into school communities. Teaching Tolerance, 1(2): 10–15.