References
- Alexakos, C. (2001). Inclusive classrooms. Science Teacher, 68(3). 40-43.
- Bianchi, L. (1999). Less-able children's learning in science. Primary Science Review, 60, 20-22.
- Cawley, J. F, Foley, T. E., & Miller, J. (2003). Science and students with mild disabilities. Intervention in School and Clinic, 38(3), 160-171.
- Gersten, R., & Baker, S. (1998). Real world use of scientific concepts: Integrating situated cognition with explicit instruction. Exceptional Children, 65(1), 23-35.
- Kirk, S. A., Gallagher, J. J., & Anastasiow, N. J. (2003). Educating exceptional children. Boston: Houghton Mifflin.
- Mastropieri, M. A., Scruggs, T. E., Mantzicopoulos, P., Sturgeon, A., Goodwin, L., & Chung, S. (1998). A place where living things affect and depend on each other: Qualitative and quantitative outcomes associated with inclusive science teaching. Science Education, 82(2), 163-179.
- Munk, D. D., Bruckert, J., Call, D. T., Stoehrmann, T., & Radandt, E. (1998). Strategies for enhancing the performance of students with LD in inclusive science classes. Intervention in School & Clinic, 34(2), 73-78
- Olson, J. L., & Platt, J. C. (2004) Teaching children and adlolescents with special needs. Upper Saddle River, NJ: Merrill.
- Palincsar, A. M., Magnusson, S. J., Collins, K. M., & Cutter, J. (2001). Making science accessible to all: Results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24(1), 15-32.
- Raymond, E. B. (2000). Learners with Mild Disabiliries. Boston: Allyn & Bacon.
- Salend, S. J. (1998). Using an activities-based approach to teach science to students with disabilities. Intervention in School & Clinic, 34(2), 67-72.
- Scanlon, D. (2002). PROVE-ing what you know: Using a learning strategy in an inclusive class. TEACHING Exceptional Children, 34(4), 50-54.