References
- ACA (American Counseling Association). n.d. The American Counseling Association (ACA) Position on High Stakes Testing. http://assessmentresources.pbworks.com/f/High(Stakes.pdf.
- AEA (American Evaluation Association). n.d. American Evaluation Association Position Statement on High Stakes Testing in PreK-12 Education. https://www.eval.org/p/cm/ld/fid=76.
- AERA (American Educational Research Association). 2000. Position on High Stakes Testing. http://www.aera.net/About-AERA/AERA-Rules-Policies/Association-Policies/Position-Statement-on-High-Stakes-Testing.
- AFT (American Federation of Teachers). 2003. Where We Stand: Standards-based Assessment and Accountability. https://www.aft.org/sites/default/files/wwsstandassessaccnt0603.pdf.
- Allan, Julie. 2008. Rethinking Inclusive Education: The Philosophers of Difference in Practice. Dordrecht: Springer.
- APA (American Pyschological Association). n.d. Position Statement on Standardized Testing. https://apadiv15.org/wp-content/uploads/2017/07/D15-Position-Statement-Standardized-Testing.pdf
- Apple, M. 2006. “Understanding Neoliberalism and Neoconservatism in Education.” Pedagogies:An International Journal 1 (1): 21–26. doi:10.1207/s15544818ped0101_4.
- ARC. 2018. Position Statement: Education. https://www.thearc.org/file/16-117-The-Arcs-Position-Statements_C5_Education_updated.pdf.
- Artiles, A. J., Nancy Harris-Murri, and Dalia Rostenberg. 2006. “Understanding and Interrupting Neoliberalism and Neoconservatism in Education.” Pedagogies: An International Journal 1: 21–26. doi:10.1207/s15544818ped0101_4.
- ASCA (American School Counselor Association). 2017. ASCA Position Statements. https://www.schoolcounselor.org/asca/media/asca/positionstatements/positionstatements.pdf.
- Bacon, J. 2019a. “The Impact of Neoliberal School Choice Reforms on Students with Disabilities: Perspectives from New York City.” Disability & Society 34 (2): 24–45. doi:10.1080/09687599.2018.1509768.
- Bacon, J. 2019b. “Pursuing ‘Radical Inclusion’ Within an Era of Neoliberal Educational Reform.” In The SAGE Handbook of Diversity and Inclusion, edited by M. J. Scheulka, C. J. Johnstone, G. Thomas, and A. J. Artiles, 51–65. London: SAGE Publications.
- Bacon, Jessica K. 2015. “The Impact of Standards-Based Reform on Special Education and the Creation of the ‘Dividual.” Critical Education 56 (6):366–383. doi:10.1080/17508487.2015.979845.
- Bacon, J., C. Rood, and B. Ferri. 2016. “Promoting Access Through Segregation: The Emergence of the ‘Prioritized Curriculum’ Class.” Teachers College Record 118 (4): 1–22. https://www.tcrecord.org/Content.asp?ContentId=21544.
- Baglieri, S., and Arthur Shapiro. 2017. Disability Studies and the Inclusive Classroom: Critical Practices for Embracing Diversity in Education. 2nd ed. New York: Routledge.
- Barton, L. 2003. Inclusive Education and Teacher Education: A Basis for Hope or a Discourse Delusion. London: Institute of Education, University of London.
- Booth, T., and M. Ainscow 2011. Index for Inclusion: Developing Learning and Participation in Schools. 3rd ed. United Kingdom: Centre for Studies on Inclusive Education.
- Burke, J., and Biklen Douglas. 2006. “Presuming Competence, Equity and Excellence in Education.” Equity & Excellence in Education 39 (2): 166–175. doi:10.1080/10665680500540376.
- Catlett, S. M., and Trina W. Osher. 1994. What Is Inclusion, Anyway? An Analysis of Organizational Position Statements. Alexandria, VA: National Association of State Directors of Special Education.
- CEC (Council for Exceptional Children). 2010. CEC’s ESEA Reauthorization Recommendations. https://www.cec.sped.org/~/media/Files/Policy/ESEA/Recommendations/ESEA%20Recommendations.pdf.
- CEC (Council for Exceptional Children). 2012. The Council for Exceptional Children’s Position on Special Education Teacher Evaluation. https://www.cec.sped.org/~ /media/Files/Policy/CEC%20Professional%20Policies%20an.
- Connell, Raewyn. 2013. “The Neoliberal Cascade and Education: An Essay on the Market Agenda and Its Consequences.” Critical Studies in Education 54 (2): 99–112. doi:10.1080/17508487.2013.776990.
- Connor, D., Subini A. Annamma, and Beth Ferri. 2013. “Dis/Ability Critical Race Studies (DisCrit): Theorizing at the Intersections of Race and Dis/Ability.” Race Ethnicity and Education 16 (1): 1–31. doi:10.1080/13613324.2012.730511.
- COPAA (Council of Parent Attorneys and Advocates). 2016. The New ESEA and Its Impact on Students with Disabilities [Position Statement]. https://www.copaa.org/news/268087/-The-New-ESEA-and-its-Impact-on-Students-with-Disabilities.htm.
- Darling-Hammond, L. 2007. “Race, Inequality and Educational Accountability: The Irony of ‘No Child Left Behind’.” Race Ethnicity and Education 10 (3): 245–260. doi:10.1080/13613320701503207.
- DEC (Division for Early Childhood). 2007. Promoting Positive Outcomes for Children with Disabilities: Recommendations for Curriculum, Assessment, and Program Evaluation. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/PrmtgPositiveOutcomes.pdf.
- DEC (Division for Early Childhood) and NAEYC (National Association for the Education of Young Children). 2009. Early Childhood Inclusion: A Joint Position Statement of the Division for Early Childhood (DEC) and the National Association for the Education of Young Children (NAEYC). Chapel Hill: The University of North Carolina, FPG Child Development Institute. https://www.naeyc.org/sites/default/files/globally-shared/downloads/PDFs/resources/position-statements/DEC_NAEYC_EC_updatedKS.pdf.
- FairTest (National Center for Fair and Open Testing). 2017. Standardized Testing and Students with Disabilities does Inclusion in Testing Mean Inclusion in Meaningful Learning. https://www.fairtest.org/standardized-testing-and-students-disabilities.
- Fereday, Jennifer, and Eimear Muir-Cochrane. 2006. “Demonstrated Rigor Using Thematic Analysis: A Hybrid Approach of Inductive and Deductive Coding and Theme Development.” International Journal of Qualitative Methods 5 (1): 80–92. doi:10.1177/160940690600500107.
- Ferri, B., and C. Ashby. 2017. “U.S. Inclusion in the era of Neoliberal Educational Reforms.” In Special Educational Needs and Inclusive Practices: An International Perspective, edited by F. Dovigo, 21–31. Rotterdam: Sense.
- Freire, Paulo. 2005. Pedagogy of the Oppressed. New York: Continuum.
- Garrick Duhaney, Laurel M. 1999. “A Content Analysis of State Education Agencies’ Policies/Position Statements on Inclusion.” Remedial and Special Education 20 (6): 367–378. doi:10.1177/074193259902000611.
- Greenstein, A. 2015. Radical Inclusive Education: Disability, Teaching and Struggles for Liberation. New York: Routledge.
- Hardy, I., and Stuart Woodcock. 2015. “Inclusive Education Policies: Discourses of Difference, Diversity and Deficit.” International Journal of Inclusive Education 19 (2): 141–164. doi:10.1080/13603116.2014.908965.
- Haug, Peder. 2017. “Understanding Inclusive Education: Ideals and Reality.” Scandinavian Journal of Disability Research 19 (3): 206–217. doi:10.30853/ped200104.
- Kingston, M., Curtis Richards, Rolf Blank, Jennifer Stonemeier, Barbara Trader, and Bill East. 2014. “Leading Education Reform Initiatives: How SWIFT (Schoolwide IntegratedFramework for Transformation) Coordinates and Enhances Impact” (Issue Brief #2). Lawrence, KS: National Center on Schoolwide Inclusive School Reform: The SWIFT Center. https://eric.ed.gov/?id=ED560128.
- Kozleski, E., and K. King Thorius. 2014. Ability, Equity and Culture: Sustaining Inclusive Education Reform. New York, NY: Teachers College Press.
- LDA (Learning Disabilities Association of America). 2013. Recommendations: Reauthorization of the Elementary and Secondary Education Act. https://ldaamerica.org/wp-content/uploads/2013/08/Summary-LDA-ESEA-recs-052311.pdf.
- LDA (Learning Disabilities Association of America). 2017. LDA Position Statement Supporting a Strong Public Education System for All Students. https://ldaamerica.org/wp-content/uploads/2017/06/School-Vouchers.pdf.
- The Leadership Conference on Civil and Human Rights, American-Arab Anti-Discrimination Committee, American Association of University Women, Association of University Centers on Disabilities, Children's Defense Fund, Council of Parent Attorneys and Advocates, … United Negro College Fund. 2015. Shared Civil Rights Principles for the Reauthorization of the Elementary and Secondary Education Act. https://www.aucd.org/docs/CivilRightsPrinciples040715.pdf.
- Liasidou, A. 2012. “Inclusive Education and Critical Pedagogy at the Intersections of Disability Race, Gender and Class.” Journal for Critical Education Policy Studies 10 (1): 168–184. https://eric.ed.gov/?id=EJ970851.
- Liasidou, A. 2012. Inclusive Education, Politics and Policy Making. London, UK: Continuum International Publishing Group.
- Meyer, A., D. H. Rose, and D. Gordon. 2014. Universal Design for Learning: Theory and Practice. Wakefield, MA: CAST.
- Miles, S., and Nidhi Singal. 2010. “The Education for All and Inclusive Education Debate: Conflict, Contradiction or Opportunity?” International Journal of Inclusive Education 14 (1): 1–15. doi:10.1080/13603110802265125.
- NAD (National Association of the Deaf). 2002. Position Statement on High-stakes Assessments and Accountability. https://www.nad.org/about-us/position-statements/position-statement-on-high-stakes-assessments-and-accountability/.
- NAD (National Association of the Deaf). n.d. Position Statement on Schools for the Deaf. https://www.nad.org/about-us/position-statements/position-statement-on-schools-for-the-deaf/.
- NAD (National Association of the Deaf). n.d. Position Statement on Schools for the Deaf. https://www.nad.org/about-us/position-statements/position-statement-on-schools-for-the-deaf/.
- NAGC (National Association for Gifted Children). 2014. Accountability for Gifted and Talented Student Learning [Position Statement]. https://www.nagc.org/about-nagc/nagc-position-statements-white-papers.
- National Council on Disability (n.d.). School Vouchers and Students with Disabilities. https://www.ncd.gov/publications/2003/April152003.
- NASP (National Association of School Psychologists). 2003. NASP Position Statement on Using Large Scale Assessment for High Stakes Decisions. http://casponline.org/pdfs/pdfs/nasp11.pdf.
- NCLD (National Center for Learning Disabilities). n.d.-a. Accountability [Issue Brief]. https://www.ncld.org/wp-content/uploads/2014/11/accountability-brief-template.pdf.
- NCLD (National Center for Learning Disabilities). n.d.-b. Assessment [Issue Brief]. https://www.ncld.org/wp-content/uploads/2014/11/annualtesting_1.pdf.
- NCME (National Council for Measurement in Education). n.d. National Council for Measurement in Education (NCME) Position Statement on Student Participation in State Assessment. http://www.edmeasurement.net/MAG/NCME%20Assessment%20Participation.pdf.
- NDRN (National Disability Rights Network) (NDRN), NACDD (National Association of Councils on Developmental Disabilities) (NACDD), & AUCD (Association of University Centers on Disabilities). (AUCD). n.d. Comments in response to the Department of Education’s Request for Information to solicit advice and recommendations on regulations to implement programs under Title I of the Elementary and Secondary Education Act of 1965.
- NDSC (National Down Syndrome Congress). n.d. NDSC Position Statement on Inclusive Education. https://www.ndsccenter.org/wp-content/uploads/PA-NDSC-Inclusive-Ed-Position-FINAL.pdf.
- NDSC (National Down Syndrome Congress) & The Advocacy Institute. 2017a. ESSA Requirements for Local Educational Agencies and Advocacy Tips. https://www.advocacyinstitute.org/ESSA/ESSA.LEA.Advocacy.Tips.pdf.
- NDSC (National Down Syndrome Congress) & The Advocacy Institute. 2017b. Every Student Succeeds Act (ESSA) State Plan Review Guide & Advocacy Tips. https://www.ndsccenter.org/wp-content/uploads/ESSA-FAQs-and-IEP-Tips.pdf.
- NEA (National Education Association). 2004. The Intersection of IDEA and NCLB. http://www.nea.org/assets/docs/HE/IDEANCLBIntersectionsfina2004.pdf.
- NEA (National Education Association). n.d. NEA Seeks to Keep ESEA (NCLB) from Undermining IDEA. http://www.nea.org/home/18804.htm.
- NJCLD (National Joint Committee on Learning Disabilities). 2004. State and District-wide Assessments and Students with Learning Disabilities: A Guide for States and School Districts. http://www.ldonline.org/article/55154/.
- NSTA (National Science Teachers Association). 2017. NSTA Position Statement: Students with Exceptionalities. http://static.nsta.org/pdfs/PositionStatement_Exceptionalities.pdf.
- PTA (National Parent Teacher Association). 2016. National PTA Assessment Position Statement Guidance for PTA Leaders. https://www.pta.org/home/advocacy/ptas-positions/Individual-Position-Statements/Position-Statement-Assessment.
- Qvortrup, A., and Lars Qvortrup. 2018. “Inclusion: Dimensions of Inclusion in Education.” International Journal of Inclusive Education 22 (7): 803–817. doi:10.1080/13603116.2017.1412506.
- Reindal, Solveig M. 2016. “Discussing Inclusive Education: An Inquiry Into Different Interpretations and a Search for Ethical Aspects of Inclusion Using the Capabilities Approach.” European Journal of Special Needs Education 31 (1): 1–12. doi:10.1080/08856257.2015.1087123.
- Schuelka, Matthew J., Christopher J. Johnstone, Gary Thomas, and Alfredo J. Artiles. 2019. The SAGE Handbook of Inclusion and Diversity in Education. United Kingdom: SAGE Publications.
- Slee, R. 1997. “Imported or Important Theory? Sociological Interrogations of Disablement and Special Education.” British Journal of Sociology of Education 18 (3): 407–419. doi:10.1080/0142569970180306.
- Slee, R. 2011. The Irregular School: Exclusion, Schooling and Inclusive Education. London: Routledge.
- Smith, P. 2010. Whatever Happened to Inclusion? The Place of Students with Intellectual Disabilities in Education. New York: Peter Lang.
- Solley, Bobbie A. 2007. “On Standardized Testing: An ACEI Position Paper.” Childhood Education 84 (1): 31–37. doi:10.1080/00094056.2007.10522967.
- Stangvik, Gunnar. 2014. “Progressive Special Education in the Neoliberal Context.” European Journal of Special Needs Education 29 (1): 91–104. doi:10.1080/08856257.2013.859819.
- Symeonidis, V., and Johanna F. Schwarz. 2016. “Phenomenon-based Teaching and Learning Through the Pedagogical Lenses of Phenomenology: The Recent Curriculum Reform in Finland.” Forum Oświatowe 28 (2): 32–47. https://www.researchgate.net/publication/313696751_Phenomenon-Based_Teaching_and_Learning_through_the_Pedagogical_Lenses_of_Phenomenology_The_Recent_Curriculum_Reform_in_Finland.
- TASH. 2000. TASH Resolution on Quality Inclusive Education. https://tash.org/about/resolutions/tash-resolution-quality-inclusive-education/.
- Thomas, David R. 2006. “A General Inductive Approach for Analyzing Qualitative Evaluation Data.” American Journal of Evaluation 27 (2): 237–246. doi:10.1177/1098214005283748.
- TASH. 2015. TASH Inclusive Education Research Recommendations. https://tash.org/wp-content/uploads/2016/02/TASH-Inclusive-Education-Research-Recommendations-Final-1.20.16.pdf.
- U.S. Department of Health and Human Services and U.S. Department of Education. 2015. Inclusion of Children with Disabilities in Early Childhood Programs [Policy Statement]. https://sites.ed.gov/idea/files/joint-statement-full-text.pdf.
- Waitoller, F. R., and Kathleen K. Thorius. 2015. “Playing Hopscotch in Inclusive Education Reform: Examining Promises and Limitations of Policy and Practice in the US.” Support For Learning 30 (1): 23–41. doi:10.1111/1467-9604.12076.
- Jim Ysseldyke, J. Ruth Nelson, Sandra Christenson, David R. Johnson, Amanda Dennison, Heidi Triezenberg, Michael Sharpe, Maureen Hawes 2004. “What We Know and Need to Know About the Consequences of High-Stakes Testing for Students with Disabilities.” Council for Exceptional Children 71 (1): 75–95. doi:10.1177/001440290407100105.