Inclusion

References

• Arick, J. R., and Krug, D. A., 1993. Special education administrators in the United States: Perceptions of policy and personnel issues, The Journal of Special Education 27 (3) (1993), pp. 348–364.
   Web of Science ®Google Scholar
• Ballard, J., Ramierz, B. A., and Weintraub, F. J., 1982. Special Education in American: It' legal and governmental foundations. Reston, VA: Council for Exceptional Children; 1982.
   Google Scholar
• Beninghof, A. M., and Singer, A. L.T., 1995. Ideas for inclusion: The school administrator' guide. 1995, ERIC: 386888, 147 pages.
   Google Scholar
• Bracey, G. W., 1997. What happened to America' public schools? Not what you may think, American Heritage (1997), pp. 38–52, November.
   Google Scholar
• Carr, M. N., 1993. A mother' thoughts on inclusion, Journal of Learning Disabilities 26 (9) (1993), pp. 590–592.
   PubMed Web of Science ®Google Scholar
• Chance, E. W., and Grady, M. L., 1990. Creating and implementing a vision for the school, NASSP Bulletin 74 (529) (1990), pp. 12–18, November.
   Google Scholar
• Christenson, S. L., Hurley, C. N., Sheriden, S. M., and Fenstermacher, K., 1997. Parents' and School Psychologists' Perspectives on Parent Involvement Activities, School Psychology Review (26) 1 (1997), pp. 111–130.
   Google Scholar
• Christenson, S. L., 1995. "Best practices in supporting home-school collaboration". In: Thomas, A., and Grimes, J., eds. Best Practices in School Psychology-III. Washington, DC: National Association of School Psychologists; 1995. pp. 253–267.
   Google Scholar
• Comer, J. P., 1995. School power: Implications of an intervention project. New York: Free Press; 1995.
   Google Scholar
• Conrad, P. A., and Dill, C. F., 1984. Secondary teachers' perceptions of their professional role regarding implications of Public Law 94–142. 1984, ERIC ED245439, 23 pages.
   Google Scholar
• Davies, D., 1993. "Benefits and barriers to parent involvement: From Portugal to Boston to Liverpool". In: Chavkin, N. F., ed. Families and schools in a pluralistic society. Albany: State University of New York Press; 1993. pp. 205–216.
   Google Scholar
• Dwyer, K. P., and Gorin, S., 1996. A National Perspective of School Psychology in the Context of School Reform, School Psychology Review (24) 4 (1996), pp. 507–511.
   Google Scholar
• Elam, S. M., and Rose, L. C., 1995. The 27th Annual Phi Delta Kappa Gallup Poll on the Public' Attitudes Toward the Public Schools, Phi Delta Kappan 77 (1) (1995), pp. 41–56.
   Web of Science ®Google Scholar
• Elliott, D., and McKenney, M., 1998. Four inclusion models that work, Teaching Exceptional Children 30 (4) (1998), pp. 54–59.
   Google Scholar
• Epstein, J. L., 1986. Parents reactions to teacher practices of parent involvement, The Elementary School Journal 86 (1986), pp. 277–294.
   Web of Science ®Google Scholar
• Epstein, J. L., 1995. School/family/community partnerships: Caring for children we share, Phi Delta Kappan 76 (9) (1995), pp. 701–712.
   Web of Science ®Google Scholar
• Ferguson, D. L., 1995. The real challenge of inclusion: Confessions of a “Rabid Inclusionist”, Phi Delta Kappan 77 (4) (1995), pp. 281–287.
   Web of Science ®Google Scholar
• Fritz, M. F., and Miller, M., 1995. Challenges of the inclusive classroom: Roles and responsibilities, Contemporary Education 66 (4) (1995), pp. 211–214.
   Google Scholar
• Gameros, P., 1995. The visionary principal and inclusion of students with disabilities, NASSP Bulletin 79 (568) (1995), pp. 15–17.
   Google Scholar
• Geenen, K., 1995. Barriers, sources of support and relevant skills for school psychologists' active participation in Goals 2000. Minneapolis, MN: University of Minnesota; 1995, Unpublished master' thesis.
   Google Scholar
• Henderson, A. T., and Berla, N., 1994. A new generation of evidence: The family is critical to student achievement. Washington, DC: National Committee for Citizens in Education; 1994.
   Google Scholar
• Kagan, S. L., and Schraft, C. M., 1982. When parents and schools come together: Differential outcomes of parent involvement in urban schools. Boston, MA: Institute For Responsive Education; 1982, (ERIC Document Reproduction Service No. ED 281–951).
   Google Scholar
• Kellaghan, T., Sloane, K., Alvarez, B., and Bloom, B. S., 1993. The home environment and school learning. San Francisco: Jossey-Bass; 1993.
   Google Scholar
• Laadt-Bruno, G., Lilley, P., and Westby, C., 1993. Collaborative approach to developmental care continuity with infants born at risk and their families, Topics in Language Disorders 14 (1) (1993), pp. 15–28.
   Web of Science ®Google Scholar
• Lombardi, T. P., 1994. Responsible Inclusion of Students with Disabilities Fastback 373. Bloomington, IN: Phi Delta Kappa Educational Foundation; 1994.
   Google Scholar
• Lombardi, T. P., 1997. "Inclusion of children with disabilities". In: Walling, D. R., ed. Hot Buttons: Unraveling 10 Controversial Issues in Education. Bloomington, IN: Phi Delta Kappa Educational Foundation; 1997. pp. 191–215.
   Google Scholar
• Lombardi, T. P., Nuzzo, D. L., Kennedy, K. D., and Foshay, J., 1994. Perceptions of parents, teachers and students regarding an integrated education inclusion program, The High School Journal 77 (4) (1994), pp. 315–321.
   Google Scholar
• Meacham, M. L., and Peckham, P. D., 1978. School psychologists at three-quarters century: Congruence between training, practice, preferred role and competence, Journal of School Psychology (16) (1978), pp. 195–206.
   Web of Science ®Google Scholar
• McLaughlin, M. J., and Warren, S. H., 1992. Issues and options in restructuring schools and special education programs. University of Maryland at College Park and Wastat, Inc.; 1992.
   Google Scholar
• National Educational Goals Panel, 1994. National educational goals report:. Washington, DC: U.S. Government Printing Office; 1994.
   Google Scholar
• Paul, J. L., Rosselli, H., and Evans, D., 1995. Integrating school restructuring and special education reform. Forth Worth, TX: Harcourt Brace & Company; 1995.
   Google Scholar
• Roach, V., 1995. Supporting inclusion: Beyond the rhetoric, Phi Delta Kappan 77 (4) (1995), pp. 295–299.
   Web of Science ®Google Scholar
• Scheerenberger, R. C., 1983. A history of mental retardation. Baltimore: Brookes; 1983.
   Google Scholar
• Stoler, R. D., 1992. Perceptions of regular teachers towards inclusion of all handicapped students in their classrooms, Clearing House 66 (1) (1992), pp. 60–62.
   Google Scholar
• Scruggs, T. E., and Mastropieri, M. A., 1996. Teacher perceptions of mainstreaming/inclusion, 1958–1995: A research synthesis, Exceptional Children 63 (1) (1996), pp. 59–74.
   Web of Science ®Google Scholar
• Smith, A., 1997. Systematic education reform and school inclusion. A view from a Washington office window, Education and Treatment of Children 20 (1) (1997), pp. 7–20.
   Google Scholar
• Smith, D. D., and Luckasson, R., 1995. Special education: Teaching in an age of challenge. Needham, MA: Allyn and Bacon. U.S. Department of Education; 1995.
   Google Scholar
• National Commission on Excellence in Education, 1983. A nation at risk. Washington, DC: U.S. Government Printing Office; 1983.
   Google Scholar
• Department U.S. of Education, 1991. America 2000: An education strategy. Washington, DC: U.S. Government Printing Office; 1991.
   Google Scholar
• Department U.S. of Education, 1996. Eighteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: U.S. Government Printing Office; 1996.
   Google Scholar
• Vidovich, D., and Lombardi, T. P., 1998. Parents', teachers' and administrators perceptions of the process of inclusion, Education Research Quarterly 21 (3) (1998), pp. 41–52.
   Google Scholar
• Villa, R. A., Thousand, J. S., Meyers, H., and Nevin, A., 1996. Teacher and administrator perceptions of heterogeneous education, Exceptional Children 63 (1) (1996), pp. 29–45.
   Web of Science ®Google Scholar
• Webb, N., 1994. Special education: With a new court decision backing them, advocates see inclusion as a question of values, The Harvard Educational Letter 10 (4) (1994), pp. 1–3.
   Google Scholar
• Will, M., 1988. Educating students with learning problems and the changing role of the school psychologist, School Psychology Review 17 (3) (1988), pp. 476–478.
   Web of Science ®Google Scholar
• Yesseldyke, J., and Geenen, K., 1996. Integrating the Special Education and Compensatory Education Systems into the School Reform Process: A National Perspective, School Psychology Review 25 (4) (1996), pp. 418–430.
   Web of Science ®Google Scholar
• Yesseldyke, J., Dawson, P., Lehr, C., Reschly, D., Reynolds, M., and Telzrow, C., 1997. School Psychology: A Blueprint for Training and Practice II. Bethesda, MD: National Association of School Psychologists; 1997.
   Google Scholar