Preparing general educators to teach in inclusive classrooms: Some food for thought

Teacher Educator

Volumn 37, Issue 3, 2002, Pages 173-185

  Stanovich, Paula J ^a   Jordan, Anne ^a  

^a UNIVERSITY OF TORONTO   (Canada)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84993752331     PISSN: 08878730     EISSN: 19388101     Source Type: Journal    
DOI: 10.1080/08878730209555292     Document Type: Article

References (21)

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3. Bogdan, R., and Taylor, S. J., 1994. The social meaning of mental retardation:Two life stories, New York:Teachers College Press.
4. Englert, C. S., Tarrant, K. L., and Mariage, T. V., 1992. Defining and redefining instructional practice in special education:Perspectives on good teaching. Teacher Education and Special Education, 15:62–86.
5. Florian, L., 1998. “ Inclusive practice:What, why and how? ”. In Promoting inclusive practice, Edited by:Tilstone, C., Florian, L., and Rose, R., 13–26. London:Routledge.
6. Jordan, A., Lindsay, L., and Stanovich, P. J., 1997. Classroom teachers’ instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18(2):82–93.
7. Jordan, A., and Stanovich, P. J., Toward a framework for predicting successful inclusion in general education elementary classrooms. Paper presented at the annual meeting of the American Educational Research Association. Chicago, IL. March.
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10. Natriello, G., McDill, E. L., and Pallas, A. M., 1990. Schooling disadvantaged children:Racing against catastrophe, New York:Columbia University Teachers College Press.
11. Roach, D. A., 1998. Factors that affect the instructional interactions of teachers with exceptional, at‐risk, and typically achieving students in integrated classrooms, Ontario, Canada:University of Toronto. Unpublished doctoral dissertation
12. Rosen, M., Clark, G. R., and Kivitz, M. S., eds. 1976. The history of mental retardation, Baltimore, MD:University Park Press.
13. Sarason, S. B., and Doris, J., 1979. Educational handicap, public policy and social history:A broadened perspective on mental retardation, New York:Free Press.
14. Scheerenberger, R. C., 1983. A history of mental retardation, Baltimore, MD:Brookes.
15. Shapiro, J., 1993. No pity:People with disabilities forging a new civil rights movement, New York:Times Books.
16. Shulman, L. S., 1987. Knowledge and teaching:Foundations of the new reform. Harvard Educational Review, 57:1–22.
17. Stanovich, P. J., 1994. Teachers’ sense of efficacy, beliefs about practice, and teaching behaviors as predictors of effective inclusion of exceptional and at‐risk pupils, Ontario, Canada:University of Toronto. Unpublished doctoral dissertation
18. Stanovich, P. J., 1999. Conversations about inclusion. Teaching Exceptional Children, 31(6):54–58.
19. Stanovich, P. J., and Jordan, A., 1998. Canadian teachers’ and principals’ beliefs about inclusive education as predictors of effective teaching in heterogeneous classrooms. The Elementary School Journal, 98(3):219–236.
20. Stanovich, P. J., Jordan, A., and Perot, J., 1998. Relative differences in academic self‐concept and peer acceptance among students in inclusive classrooms. Remedial and Special Education, 19(2):120–126.
21. United Nations Educational, Scientific and Cultural Organization. 1994. The Salamanca Statement and Framework for Action on Special Needs Education, Paris:Author.