Push and pull: Forces that are shaping inclusion in the United States and Canada

Contextualizing Inclusive Education: Evaluating Old and New International Perspectives

Volumn , Issue , 2005, Pages 89-113

  McLaughlin, Margaret J ^a   Jordan, Anne ^b  

^a UNIVERSITY OF MARYLAND   (United States)

^b UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84906606092     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203606803     Document Type: Chapter

References (60)

1. Andrews, J. and Lupart, J. (2000). The inclusive classroom: Educating exceptional children (2nd edn). University of Calgary: Nelson Thomson Learning.
2. Ballard, J., Ramirez, B.A. and Weintraub, F.J. (eds) (1982). Special education in America: Its legal and government foundations. Reston VA: Council for Exceptional Children.
3. Ballard, J. and Zettel, J. (1977) 'Public Law 94-142 and Section 504: What they say about rights and protections'. Exceptional Children, 44(3), 177-184.
4. Barnes, C., Mercer, G. and Shakespeare, T. (1999). Exploring disability: A sociological introduction. Cambridge: Polity Press.
5. Bateman, B. (1992). 'Learning disabilities: The changing landscape'. Journal of Learning Disabilities, 25, 29-36.
6. Bateman, B.D. and Linden, M.A. (1998). Better IEPs: How to develop legally correct and educationally useful programs (3rd edn) Longmont CO: Sopris West.
7. Board of Education of Hendrick Hudson Central School District v. Rowley (458 US 176, 1982).
8. Caron, E.A. and McLaughlin, M.J. (2003). 'Indicators of "Beacons of Excellence" schools: Collaborative practices?' Journal of Educational and Psychological Consultation, 13(4), 285-313.
9. Center for Education and Employment Law (2003). Students with disabilities and special education law (20th edn) Malvern PA: Author.
10. Countinho, M.J., Oswald, D.P. and Best, A.M. (2002) 'The influence of sociodemographics and gender on the disproportionate identification of minority students as having learning disabilities'. Remedial and Special Education, 23(1), 49-59.
11. Davidson, R.J. (2002). Emotion, plasticity and the human brain: An overview of modern brain research and its implications for education. AERA Presidential Invited Address, the American Educational Research Association annual meeting, New Orleans, April 2002.
12. Douvanis, G. and Hulsey, D. (2002). The Least Restrictive Environment mandate:How has it been defined by the courts? ERIC Clearinghouse on Disabilities and Gifted Education. Arlington VA: Council on Exceptional Children.
13. Dyson, A. (1997) 'Social and educational disadvantage: Reconnecting special needs education'. British Journal of Special Education, 24(4), 151-156.
14. Fuchs, D. and Fuchs, L.S. (1988). 'Mainstream assistance teams to accommodate difficult to teach students in general education'. In J.L. Graden, J.E. Ains and M.J. Curtis (eds) Alternative educational delivery systems: Enhancing instructional options for all students (pp. 49-70). Washington DC: National Association of School Psychologists.
15. Hosp, J.L. and Reschly, D.J. (2004) 'Disproportionate representation of minority students in special education: Academic, demographic, and economic predictors'. Exceptional Children, 70(2), 185-199.
16. The Individuals with Disabilities Education Act of 1997. US PL 105-17, 20 USC. 1401(8) et seq.
17. Jordan, A. (2001) 'Special education in Ontario: A case study of market-based reforms. Special issue: International perspectives on school reform and special education needs'. Cambridge Journal of Education, 31(3), 349-371.
18. Jordan, A. and Stanovich, P. (2001) 'Patterns of teacher-student interaction in inclusive elementary classrooms and correlates with student self-concept'. International Journal of Disability, Development and Education, 48(1), 43-62.
19. Jordan, A. and Stanovich, P. (2003). 'Teachers' personal epistemological beliefs about students with disabilities as indicators of effective teaching practices'. Journal of Research in Special Education Needs. URL: http://www.nasen.uk.com/ejournal
20. Kalyanpur, M. and Harry, B. (1999). Culture in special education. Baltimore: Paul H. Brookes.
21. Kauffmann, J.M. and Smucker, K. (1995). 'The legacies of placement: A brief history of placement options and issues with commentary on their evolution'. In J.M. Kauffmann, J.W. Lloyd, D.P. Hallahan and T.A. Astuto (eds) Issues in educational placement: Students with emotional and behavioral disorders (pp. 21-46). Hillsdale NJ: Erlbaum.
22. Levine, E.L. and Wexler, E.M. (1981). PL 94-142: An act of Congress. New York:Macmillan.
23. MacKinnon, M. (2001). Special education and human rights. Unpublished manuscript. Toronto: Justice for Children and Youth, 15 November.
24. Macmillan, D.L. and Reschly, D.J. (1997). Issues of definition and classification. In W. MacLean (ed.) Handbook of mental deficiency: Psychological theory and research (3rd edn) (pp. 47-74). Hillsdale NJ: Lawrence Erlbaum.
25. McDonnell, L.M., McLaughlin, M.J. and Morison, P. (1997). Educating one and all:Students with disabilities and standards-based reform. Washington DC: National Academy Press.
26. McLaughlin, M.J., Artiles, A.J. and Pullin, D. (2001) 'Challenges for the transformation of special education in the 21st century: Rethinking culture in school reform'. Journal of Special Education Leadership, 12(2), 51-62.
27. McLaughlin, M.J., Blacher, J., Duffy, S., Hardman, M., McDonnell, J., Nisbet, J., Safer, N. and Snell, M. (2003). Effective education in the least restrictive setting. Unpublished paper prepared for National Goals Conference: State-of-Knowledge and National Research Agenda, Washington DC.
28. McLaughlin, M.J., Blacher, J., Duffy, S., Hardman, M., McDonnell, J., Nisbet, J., Safer, N. and Snell, M. (in press). In K.C. Lakin and A.Turnbull (eds) National goals and research for persons with intellectual and developmental disabilities. Washington DC: American Association on Mental Retardation.
29. McLaughlin, M.J., Fuchs, L. and Hardman, M. (2000). 'Individual rights and students with disabilities: Some lessons from US policy'. In P. Garner and H. Daniels (eds) The 1999 World Yearbook of Special Education (pp. 24-35). London: Kogan Page.
30. McLaughlin, M.J., Henderson, K. and Morando-Rhim, L. (1997). Snapshots of reform: A report of reform in 5 local school districts. Alexandria VA: Center for Policy Research on the Impact of General and Special Education Reform, National Association of State Boards of Education.
31. McLaughlin, M.J., Henderson, K. and Morando-Rhim, L. (1998). Snapshots of reform: How five local districts are interpreting standardsbased reform for students with disabilities. Alexandria VA: Center for Policy Research on the Impact of General and Special Education Reform, National Association of State Boards of Education.
32. Mitchell, D. (1996) 'The rules keep changing: Special education in a reforming educational system'. International Journal of Disability, Development and Education, 43(1), 55-74.
33. National Research Council (2002). Minority students in special and gifted education. Committee on Minority Representation in Special Education, M.S. Donovan and C. Cross (eds), Division of Behavioral and Social Sciences and Education. Washington DC: National Academy Press.
34. Nirje, B. (1979). 'Changing patterns in residential services for the mentally retarded'. In E.L. Meyen (ed.) Basic readings in the study of exceptional children and youth (pp. 172-187). Denver CO: Love Publishing.
35. Nolet, V. and McLaughlin, M.J. (2000). Assessing the general curriculum: Including students with disabilities in standards-based reform. Thousand Oaks CA: Corwin Press.
36. Oliver, M. (1990). The politics of disablement. Basingstoke: Macmillan.
37. The Ontario Education Amendment Act, Revised Statutes of Ontario, 1980, c. 129; R.S.O. 1990, c. E2.
38. Ontario Ministry of Education (2000). 2000-2001 Resource Manual for the Special Education Grant Intensive Support Amount (ISA). Guidelines for School Boards. Queen's Printers for Ontario. URL: http://www.edu.gov.on.ca
39. President's Commission on Excellence in Special Education (2002). URL:http://www.ed.gov/inits/commissionsboards/whspecialeducation/
40. Reschly, D.J. (2000) 'The present and future status of school psychology in the United States'. School Psychology Review, 29(4), 507-22.
41. Rioux, M. (1997) 'Disability: The place of judgement in a world of fact'. Journal of Intellectual Disability and Research, 41(2), 102-111.
42. Rioux, M. (2001). 'Bending toward justice'. In L. Barton (ed.) Disability, politics and the struggle for change (pp. 34-47). London: Fulton.
43. Shakespeare, T. and Watson, N. (1997) 'Defending the social model'. Disability and Society, 12(2), 293-300.
44. Siegel, L. (1989a). 'Why we do not need intelligence test scores in the definition and analysis of learning disabilities'. Journal of Learning Disabilities, 22(8), 469-478.
45. Siegel, L. (1989b). 'IQ is irrelevant to the definition of learning disabilities'. Journal of Learning Disabilities, 22(8), 469-478, 486.
46. Slee, R. (1997) 'Imported or important theory? Sociological interrogations of disablement and special education'. British Journal of Sociology of Education, 18(3), 407-419.
47. Smith, S.W. and Brownell, M.T. (1995) 'Individualized education program: Considering the broad context of reform.' Focus on Exceptional Children, 28(1), 1-10.
48. Stanovich, K.E. (1991). 'Discrepancy definitions of learning disability: Has intelligence led us astray?' Reading Research Quarterly, 26(1), 7-29.
49. Stanovich, K.E. and Stanovich, P.J. (1996). 'Rethinking the concept of learning disabilities: The demise of aptitude/achievement discrepancy'. In D.R. Olson and N. Torrance (eds) The handbook of education and human development (pp. 117-147). Oxford: Blackwell.
50. Stanovich, P. and Jordan, A. (1998). 'Canadian teachers' and principals' beliefs about inclusive education as predictors of effective teaching in heterogeneous classroom's. Elementary School Journal, 98(3), 221-238.
51. Stanovich, P. and Jordan, A. (2002) 'Preparing general educators to teach in inclusive classrooms: Some food for thought'. The Teacher Educator, 37(3), 173-185.
52. Tregaskis, C. (2002) 'Social model theory: The story so far...' Disability and Society, 17(4), 457-470.
53. UNESCO (1994). The Salamanca Statement and Framework on Special Needs Education (Paris: UNESCO). URL:http://www.unesco.org/education/educprog/sne/salamanc/index.html
54. US Department of Education (2001). Twenty-third annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington DC:US Government Printing Office. URL:http://www.ed.gov/about/offices/list/osers/osep/research.html
55. US Department of Education (2002). Twenty-fourth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington DC: US Government Printing Office. URL:http://www.ed.gov/about/offices/list/osers/osep/research.html
56. Vaughn, S., Bos, C.S. and Schumm, J.S. (1997). Teaching mainstreamed, diverse, and at-risk students in the general education classroom. Boston MA: Allyn and Bacon.
57. Winzer, M. (1996). Children with exceptionalities in Canadian classrooms. Scarborough, Ont.: Allyn and Bacon.
58. Wolfensberger, W. (1975). The origin and nature of institutional models. Syracuse NY:Human Policy Press.
59. Zigmond, N. and Baker, J.M. (1995) 'An exploration of the meaning and practice of special education in the context of full inclusion of students with learning disabilities'. Journal of Special Education, 29(2), 1-25.
60. Zigmond, N., Jenkins, J., Fuchs, L., Deno, S., Fuchs, D., Baker, J.N., Jenkins, L. and Couthino, M. Special education in restructured schools: Findings from three multiyear studies. URL:http://www.newhorizons.org/spneeds/inclusion/systems/jenkins.html