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Integration/Inclusive Education

for Students with Disabilities

Compiled by

Donna-Lee Rulli, Janice Hurley and Steve Krasner

( Connecticut State Department of Education, Division of Educational Programs and Services, Bureau of Special Education and Pupil Services)

Please note: This bibliography consists of several sections, each of which are in alphabetical order.

Addendum 5: December 1997

Abery, B., & Simunds, E. (1997). The yes I can social inclusion program: A preventive approach to challenging behavior. Intervention in School and Clinic, 32, 223-234.

Ainscow, M. (1997). Towards inclusive schooling. British Journal of Special Education, 24, 3-6.

Anderson, C., & Katsiyannis, A. (1997). By what token economy? A classroom learning tool for inclusive settings. Teaching Exceptional Children, 29(4), 65-67.

Anderson, M., & Weinhouse, D. (1997). Learning disabilities--twice blessed. Young Children, 52(2), 29-31.

Anderson, P.L. (1997). Case studies for inclusive schools. Austin, TX: Pro-Ed. (371.9046 AND - Book)

Appl, D., Fahl-Gooler, F., & McCollum, J. (1997) Inclusive parent-child play groups: How comfortable are parents of children with disabilities in the groups? Infant Toddler Intervention: The Transdisciplinary Journal, 7, 235-249.

Ashman, A.F., & Gillies, R.M. (1997). Children's cooperative behavior and interactions in trained and untrained work groups in regular classrooms. Journal of School Psychology, 35, 261-279.

Attainment Company, Inc. (1997). As I am. Attainment Company, Inc. (IE 371.9046 ATT – Inservice Education/Videotape)

Ballard, K. (1997). Researching disability and inclusive education: Participation, construction and interpretation. International Journal of Inclusive Education, 3, 243-256.

Barnes, K.J., Schoenfeld, H.B., & Pierson, W.P. (1997). Inclusive schools: Implications for public school occupational therapy. Physical Disabilities: Education and Related Services, 15(2), 37-52.

Bartlett, L., & McLeod, S. (1998). Inclusion and the regular class teacher under the IDEA. West's Education Law Reporter, 128(1), 1-14.

Barton, L. (1997). Inclusive education: Romantic, subversive or realistic? International Journal of Inclusive Education, 1, 231-242.

Bauwens, J., & Hourcade, J.J. (1997). Cooperative teaching: Pictures of possibilities. Intervention in School and Clinic, 33, 81-85, 89.

Befring, E. (1997). The enrichment perspective: A special educational approach to an inclusive school. Remedial and Special Education, 18, 182-187.

Bennett, T., Deluca, D., & Bruns, D. (1997). Putting inclusion into practice: Perspectives of teachers and parents. Exceptional Children, 64, 115-131.

Block, M., Zeman, R., & Henning, G. (1997). "Pass the ball to Jimmy!" A success story in inclusive physical education. Palaestra, 13(3), 37-41.

Bondy, E., & Brownell, M.T. (1997). Overcoming barriers to collaboration among partners-in-teaching. Intervention in School and Clinic, 33, 112-115.

Booth, T., Ainscow, M. & Dyson, A. (1997). Understanding inclusion and exclusion in the English competitive education system. International Journal of Inclusive Education, 1, 337-355

Bos, C.S., & Fletcher, T.V. (1997). Sociocultural considerations in learning disabilities inclusion research: Knowledge gaps and future directions. Learning Disabilities Research & Practice, 12, 92-99.

Boscardin, M.L., & Butler, J.E. (1997). Understanding mainstreaming through the perceptions of all participants: A series of dilemmas. Exceptionality, 7, 65-70.

Boudah, D.J., Schumacher, J.B., & Deshler, D.D. (1997). Collaborative instruction: Is it an effective option for inclusion in secondary classrooms? Learning Disabilities Quarterly, 20, 293-316.

Boyd, M. (1997). Accepting Cody. Learning, 26(3), 34-37.

Boyer, W.A.R. (1997). Folklore or rural truth: Rural teachers have always practiced inclusion. Exceptionality, 7, 61-63.

Boyer, W.A.R., & Bandy, H. (1997). Rural teachers' perceptions of the current state of inclusion: Knowledge, training, teaching practices, and adequacy of support systems. Exceptionality, 7, 1-18.

Brackett, D. (1997). Intervention for children with hearing impairment in general education settings. Language, Speech, and Hearing Services in Schools, 28, 355-361.

Bradley, D.F., King-Sears, M.E., & Tessier-Switlick, D.M. (1997). Teaching students in inclusive settings: From theory to practice. Boston, MA: Allyn and Bacon. (371.90460973 BRA- Book)

Brice, A., & Perkins, C. (1997. What is required for transition from the ESL classroom to the general education classroom? A case study of two classrooms. Journal of Children's Communication Development, 19, 13-22.

Butera, G., Deasy, G., Miller, K., Reissner, L., Stein, C., & Zeppuhar, M.E. (1997). Classroom behaviors of students with disabilities in rural inclusive classrooms: An observational study. Rural Special Education Quarterly, 16(1), 19-29.

Butler, J.E., & Boscardin, M.L. (1997). Understanding mainstreaming through the perceptions of all participants: A case study. Exceptionality, 7, 19-35.

Camoni, G.A., & McGeehan, L. (1997). Peer buddies: A child support program. Principal, 76(3), 40-43.

Carey, L. (1997). Inclusion training for pre-service teachers-from theory to best classroom practice. B.C. Journal of Special Education, 21, 52-58.

Castaneda, L., & Sherrill, C. (1997). Challenger baseball and TOPsoccer: Sports success stories. Teaching Exceptional Children, 30(2), 26-29.

Chelsey, G., & Calaluce, P. (1997). The deception of inclusion. Mental Retardation, 35, 488-490.

Coben, S.S., Thomas, C.C., Sattler, R.O., & Morsink, C.V. (1997). Meeting the challenge of consultation and collaboration: Developing interactive teams. Journal of Learning Disabilities, 30, 427-432.

Cohen, O.P. (1997). Giving all children a chance: Advantages of an antiracist approach to education for deaf children. American Annals of the Deaf, 142, 80-82.

Cole, C.M., & McLeskey, J. (1997). Secondary inclusion programs for students with mild disabilities. Focus on Exceptional Children, 29(6), 1-15.

Conrad, M., & Whitaker, T. (1997). Inclusion and the law: A principal's proactive approach. Clearing House, 70, 207-210.

Corbett, J. (1997). Include/exclude: Redefining the boundaries. International Journal of Inclusive Education, 1, 55-64.

Culross, R.R. (1997). Concepts of inclusion in gifted education. Teaching Exceptional Children, 29(3), 24-26.

Cushing, L.S., & Kennedy, G.H. (1997). Academic effects of providing peer support in general education classrooms on students without disabilities. Journal of Applied Behavior Analysis, 30,139-151.

D'Alonzo, B., Giordano, G., & VanLeeuwen, D. (1997). Perceptions of teachers about the benefits and liabilities of inclusion. Preventing School Failure, 42, 4-11.

D'Alonzo, B.J., VanLeeuwen, D.M., & Giordano, G. (1997). Inclusion in rural and urban classrooms in New Mexico. Rural Special Education Quarterly, 16(1), 8-18.

Danforth, S., & Rhodes, W. (1997). Deconstructing disability: A philosophy for inclusion. Remedial and Special Education, 18, 357-366.

deFur, S.H. (1997). Collaboration as a prevention tool for youth with disabilities. Preventing School Failure, 41, 173-178.

Demchak, M.A. (1997). Teaching students with severe disabilities in inclusive settings. Washington, DC: American Association on Mental Retardation. (VF-Vertical File/Mental Retardation)

Downing, J.E., Eichinger, J., Diamond, K. (1997). Relationships between enrollment in an inclusive class and preschool children's ideas about people with disabilities. Topics in Early Childhood Special Education, 17, 520-536.

Downing, D.E., Eichinger, J. & Williams, L.J. (1997). Inclusive education for students with severe disabilities: Comparative views of principals and educators at different levels of implementation. Remedial and Special Education, 18, 133-142, 165.

Drecktrah, M.E., Chiang, B. (1997). Instructional strategies used by general educators and teachers of students with learning disabilities. Remedial and Special Education, 18, 174-181.

Dyck, N., Sundbye, N., & Pemberton, J. (1997). A recipe for efficient co-teaching. Teaching Exceptional Children, 30(2), 42-45.

Edelen-Smith, P.J. (1997). How now brown cow: Phoneme awareness activities for collaborative classrooms. Intervention in School and Clinic, 33, 103-111.

Elksnin, L.K. (1997). Collaborative speech and language services for students with learning disabilities. Journal of Learning Disabilities, 30, 414-426.

Ferguson, D., & Ferguson, P. (1997). Debating inclusion in Synedoche, New York:A response to Gresham and Macmillan. Review of Educational Research, 67, 416-420.

Ferguson, P, & Ferguson, D. (1997). The future of inclusive educational practice: Constructive tension and the potential for reflective reform. Childhood Education, 74, 302-308.

Fink, D.B., & Fowler, S.A. (1997). Inclusion, one step at a time: A case study of communication and decision making across program boundaries. Topics in Early Childhood Special Education, 17, 337-362.

Fisher, D., Sax, C., Pumpian, I., Rodifer, K., & Kreikemeirer, P. (1997). Including all students in the high school reform agenda. Education and Treatment of Children, 20, 59-67.

Flexer, R.W., Simmons, T.J., & Takersley, M. (1997). Graduate interdisciplinary transition training at Kent State University. Journal of Vocational Rehabilitation, 8, 183-195.

Fox, N.E., & Ysseldyke, J.E. (1997). Implementing inclusion at the middle school level: Lessons from a negative example. Exceptional Children, 64, 81-98.

Gable, R.A., Arllen, N.L., Evans, W.H., & Whinnery, K.M. (1997). Strategies for evaluating collaborative mainstream instruction: "Let the data be our guide". Preventing School Failure, 41, 153-158.

Gallagher, P., Malone, D.M., Cleghorne, M., & Helms, K.A. (1997). Perceived inservice training needs for early intervention personnel. Exceptional Children, 64, 19-30.

Gallagher, P. (1997). Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education, 17, 363-386.

Gelzheiser, L., Meyers, J., & Pruzek, R. (1997). A novel methodology for describing integration practices. Exceptionality, 7, 263-266.

Gelzheiser, L., Meyers, J., Sleskinski, C., Douglas, C.. & Lewis, L. (1997). Patterns in general education teachers' integration practices. Exceptionality, 7, 207-228.

George, M.P., Valore, T., Quinn, M.M., & Varisco, R. (1997). Preparing to go home: A collaborative approach to transition. Preventing School Failure, 41, 168-172.

Germ, P.A., & Schleien, S.J. (1997). Inclusive community leisure services: Responsibilities of key players. Therapeutic Recreation Journal, 31, 22-37.

Gersten, R. (1997). Responses to Hunt and Goetz. Journal of Special Education, 31, 30-35.

Giangreco, M.F., Edelman, S.W., Luiselli, T.E., & MacFarland, S.Z.C. (1997). Helping or hovering? Effects of instructional assistant proximity on students with disabilities. Exceptional Children, 64, 7-18.

Giangreco, M.F. (1997). Key lessons learned about inclusive education: Summary of the 1996 Schonell Memorial Lecture. International Journal of Disability, Development and Education, 44, 193-206.

Gibb, G.S., Young, J.R., Allred, K.W., Dyches, T.T., Egan, M.W., & Ingram, C.F. (1997). A team-based junior high inclusion program: Parent perceptions and feedback. Remedial and Special Education, 18, 243-249, 256.

Gillborn, D. (1997). Young, black and failed by school: The market, education reform and black students. International Journal of Inclusive Education, 1, 65-87.

Goldstein, H., English, K., Shafer, K., & Kaczmarek, L. (1997). Interaction among preschoolers with and without disabilities: Effects of across-the-day peer intervention. Journal of Speech, Language, and Hearing Research, 40, 33-48.

Haas, N.S., & Hatcher, T.G. (1997). The quality inclusion process: Assuring the quality of inclusive practices for students with disabilities. Catalyst for Change, 26(3), 18-20.

Hammond, D., Zucker, S., Burstein, K., & Digange, S. (1997). Computer-mediated instruction for increasing regular education students' acceptance of students with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 32, 313-320.

Hanson, M.J., Gutierrez, S., Morgan, M., Brennan, E.L., & Zercher, C. (1997). Language, culture, and disability: Interacting influences on preschool inclusion. Topics in Early Childhood Special Education, 17, 307-336.

Harvey, J., Voorhees, M.D., & Landon, T. (1997). The role of the State Department of Education in promoting integrated placement options for preschoolers: View from the field. Topics in Early Childhood Special Education, 17, 387-409.

Hasbrouck, J.E., & Christen, M.H. (1997). Providing peer coaching in inclusive classrooms" A tool for consulting teachers. Intervention in School and Clinic, 32, 172-177.

Hayes, J. (1997). Access to higher education: An exploration of realities and possibilities. International Journal of Inclusive Education, 1, 257-265.

Hendrickson, J., & Gable, R.A. (1997). Collaborative assessment of students with diverse needs: Equitable, accountable, and effective grading. Preventing School Failure, 41, 159-163.

Holcomb, T.K. (1997). Development of deaf bicultural identity. American Annals of the Deaf, 142, 89-93.

Houston-Wilson, C., Dunn, J.M., Hans van der Mars, & McCubbin, J. (1997). The effect of peer tutors on motor performance in integrated physical education classes. Adapted Physical Activity Quarterly, 14, 298-313.

Houston-Wilson, C., Lieberman, L., Horton, M., & Kasser, S. (1997). Peer tutoring: A plan for instructing students of all abilities. Journal of Physical Education, Recreation and Dance, 68(6), 39-44.

Hudson, P., & Glomb, N. (1997). If it takes two to tango, then why not teach both partners to dance? Collaboration instruction for all educators. Journal of Learning Disabilities, 30, 442-448.

Hunt, P., Farron-Davis, F., Wrenn, M., Hirose-Hatae, A., & Goetz, L. (1997). Promoting interactive partnerships in inclusive settings. Journal of the Association for Persons with Severe Handicaps, 22, 127-137.

Hunt, P., & Goetz, L. (1997). Research on inclusive educational programs, practices, and outcomes for students with severe disabilities. Journal of Special Education, 31, 3-29.

Idol, L. (1997). Key questions related to building collaborative and inclusive schools. Journal of Learning Disabilities, 30, 384-394.

Janko, S., Schwartz, I., Sandall, S., Anderson, K., & Cottam, C. (1997). Beyond microsystems: Unanticipated lessons about the meaning of inclusion. Topics in Early Childhood Special Education, 17, 286-306.

Janney, R., & Snell, M. (1997). How teachers include students with moderate and severe disabilities in elementary classes: The means and meaning of inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 159-169.

Jayanthi, M., Bursuck, W., Epstein, M.H., & Polloway, E.A. (1997). Strategies for successful homework. Teaching Exceptional Children, 30(1), 4-7.

Johnson, D.E., Bullock, C.C., & Ashton-Shaeffer, C. (1997). Families and leisure: A context for learning. Teaching Exceptional Children, 30(2), 30-34.

Jones, B.E., Clark, G.M., & Soltz, D.F. (1997). Characteristics and practices of sign language interpreters in inclusive education programs. Exceptional Children, 63, 257-268.

Jones, H.A., & Rapport, M.J.K. (1997). Research-to-practice in inclusive early childhood education. Teaching Exceptional Children, 30(2), 57-61.

Jordan, A., Lindsay, L., & Stanovich, P.J. (1997). Classroom teachers' instructional interactions with students who are exceptional, at risk, and typically achieving. Remedial and Special Education, 18, 82-93.

Katims, D.S., & Harris, S (1997). Improving the reading comprehension of middle school students in inclusive classrooms. Journal of Adolescent and Adult Literacy, 41, 116-124.

Kennedy, C.H., Shukla, S., & Fryxell, D. (1997). Comparing the effects of educational placement on the social relationships of intermediate school students with severe disabilities. Exceptional Children, 64, 31-47.

King-Sears, M.E. (1997). Best academic practices for inclusive classrooms. Focus on Exceptional Children, 29(7), 1-24.

Kling, B. (1997). Empowering teachers to use successful strategies. Teaching Exceptional Children, 30(2), 20-24.

Korinek, L., & Popp, P.A. (1997). Collaborative mainstream integration of social skills with academic instruction. Preventing School Failure, 41, 148-152.

Kraemer, B., Blacher, J., & Marshal, M. (1997). Adolescents with severe disabilities: Family, school and community integration. Journal of the Association for Persons with Severe Handicaps, 22, 224-234.

Kraska, M. (1997). T & I teachers and inclusion: Attitudes of trade and industrial education teachers toward inclusion. Journal for Vocational Special Needs Education, 20, 9-17.

Lamb, A.M. (1997). That room down the hall: Special education as viewed by a regular education classroom teacher. Catalyst for Change, 27(1), 5-6.

Lampropoulou, V., & Padeliadu, S. (1997). Teachers of the deaf as compared with other groups of teachers: Attitudes toward people with disabilities and inclusion. American Annals of the Deaf, 142, 26-33.

Leinert, H. (1997). School councils represent all students. Case in Point, 10(2), 14-20.

Lieber, J., Beckman, P.J., Hanson, M.J., Janko, S., Marquart, J.M., Horn, E., & Odom, S.L. (1997).The impact of changing roles on relationships between professionals in inclusive programs for young children. Early Education and Development, 8, 67-82.

Logan, K.R., & Keefe, E.B. (1997). A comparison of instructional context, teacher behavior, and engaged behavior for students with severe disabilities in general education and self-contained elementary classrooms. Journal of the Association for Persons with Severe Handicaps, 22, 16-27.

Logan, K.R., Bakeman, R., & Keefe, E.B. (1997). Effects of instructional variables on engaged behavior of students with disabilities in general education classrooms. Exceptional Children, 63, 481-497.

Luiselli, J.K. (1997). Behavioral intervention in school-based consultation for children with developmental disabilities. The Habilitative Mental Healthcare Newsletter, 16(2), 22-26.

Lyon, C.S., & Lagarde, R. (1997). Tokens for success: Using the graduated reinforcement system. Teaching Exceptional Children, 29(6), 52-57.

MacBride, G.A. (1997). Achieving inclusiveness in Scottish education. Phi Delta Kappan, 78, 635-639.

Mahony, M. (1997). Small victories in an inclusive classroom. Educational Leadership, 54(7), 59-62.

Malloy, W. (1997). Responsible inclusion: Celebrating diversity and academic excellence. NASSP Bulletin, 81(585), 80-85.

Malloy, W. & Little, D. (1997). Responsible inclusion. Case in Point, 10(2), 9-13.

Manset, G., & Semmel, M.I. (1997). Are inclusive programs for students with mild disabilities effective? A comparative review of model programs. Journal of Special Education, 31, 155-180.

Marks, S.B. (1997). Reducing prejudice against children with disabilities in inclusive settings. International Journal of Disability, Development and Education, 44, 117-131.

McCollum, J., & McBride, S. (1997). Ratings of parent-infant interaction: Raising questions of cultural validity. Topics in Early Childhood Education, 17, 494-519.

McDonnell, A.P., & Brownell, K. (1997). Teaching experience and specialist support: A survey of preschool teachers employed in programs accredited by NAEYC. Topics in Early Childhood Special Education, 17, 263-285.

McDonnell, J., Thorson, N., McQuivey, C., & Kiefer-O'Donnell, R. (1997). Academic engaged time of students with low-incidence disabilities in general education classes. Mental Retardation, 35, 18-26.

McGregor, G. (1997). Introduction to special issue on inclusion. Education and Treatment of Children, 20, 1-6.

Meadmore, D. & O'Connor, P. (1997). Benchmarking disability. . International Journal of Inclusive Education, 1, 173-174.

Mertz, M (1997). After inclusion. Exceptional Parent, 27(9), 44-49.

Moberg, S., Zumberg, M., & Reinman, A. (1997). Inclusive education as perceived by prospective special education teachers in Estonia, Finland, and the United States. Journal of the Association for Persons with Severe Handicaps, 22, 49-55.

Montague, M., Bergeron, J., & Lago-Delello, E. (1997). Using prevention strategies in general education. Focus on Exceptional Children, 29(8), 1-12.

Murata, N.M., & Hodge, S.R. (1997). Training support personnel for inclusive physical education. Journal of Physical Education, Recreation and Dance, 68(9), 21-25.

Myles, B.S., Ormsbee, C.K., & Simpson, R.L. (1997). Reflections on "general and special educators' perceptions of preassessment-related activities and team members". Exceptionality, 7, 193-197.

Nabors, L. (1997). Playmate preferences of children who are typically developing for their classmates with special needs. Mental Retardation, 35, 107-113.

Nabors, L., Badawi, M., & Cheney, S. (1997). Factors related to teacher-directed play between preschool-age children with special needs and their typical peers. Early Education and Development, 8, 407-417.

Nabuzoka, D., & Ronning, J.A. (1997). Social acceptance of children with intellectual disabilities in an integrated school setting in Zambia: A pilot study. International Journal of Disability, Development and Education, 44, 105-115.

O'Brien, M. (1997). Inclusive child care for infants and toddlers: Meeting individual and special needs. Baltimore, MD: Paul H Brookes Publishing Company. (649.122 OBR – Book)

O'Shea, D.J., & O'Shea, L.J. (1997). Collaboration and school reform: A twenty-first-century perspective. Journal of Learning Disabilities, 30, 449-462.

Parker, S.A., & Day, V.P. (1997). Promoting inclusion through instructional leadership: The roles of the secondary school principal. NASSP Bulletin, 81(587), 83-89.

Pearman, E.L., Huang, A.M., and Mellblom, C.I. (1997). Education and Training in Mental Retardation and Developmental Disabilities, 32, 11-20.

Penn, H. (1997). Inclusivity and diversity in early childhood services in South Africa. International Journal of Inclusive Education, 1, 101-114.

Pillai, P. (1997). Understanding the needs of hard of hearing students in a mainstream setting.

Pomplun, M. (1997). When students with disabilities participate in cooperative groups. Exceptional Children, 64, 49-58.

Potts, P. (1997). Gender and membership of the mainstream. International Journal of Inclusive Education, 1, 101-114.

Rainforth, B., & England, J. (1997). Collaborations for inclusion. Education and Treatment of Children, 20, 85-104.

Reams, D. (1997). The student as a teacher assistant in physical education classes serving students with disabilities: Part II. Palaestra, 13(3), 18-25.

Rebell, M.A., & Hughes, R.L. (1996). Special educational inclusion and the courts: A proposal for a new remedial approach. Journal of Law and Education, 24, 523-574.

Reganick, K. (1997). Full inclusion's ethical dilemma, who's included and who decides. Case in Point, 10(2), 1-8.

Rekkas, A. (1997). Strategies for inclusion: An annotated bibliography. Childhood Education, 73, 168-171.

Roach, V., & Caruso, M.G. (1997). Policy and practice: Observations and recommendations to promote inclusive practices. Education and Treatment of Children, 20, 105-121.

Roberts, C.M., & Lindsell, J.S. (1997). Children's attitudes and behavioral intentions towards peers with disabilities. International Journal of Disability, Development and Education, 44, 133-145.

Robertson, G., Haines, L.P., Sanche, R., & Biffart, W. (1997). Positive change through computer networking. Teaching Exceptional Children, 29(6), 22-30.

Rouse, M. & Florian, L. (1997). Inclusive education in the market-place. International Journal of Inclusive Education, 1, 323-336.

Ryan, S., & Paterna, L. (1997). Junior high can be inclusive: Using natural supports and cooperative learning. Teaching Exceptional Children, 30(2), 36-41.

Russell-Fox, J. (1997). Together is better: Specific tips on how to include children with various types of disabilities. Young Children, 52(4), 81-82.

Saint-Laurent, L., Giasson, J., & Couture, C. (1997). Parents + children + reading activities = emergent literacy. Teaching Exceptional Children, 30(2), 52-56.

Salisbury, C.L., Evans, I.M., & Palombaro, M.M. (1997). Collaborative problem-solving to promote the inclusion of young children with significant disabilities in primary grades. Exceptional Children, 63, 195-209.

Salisbury, C.L., Wilson, L.L., Swartz, T.J., Palombaro, & Wassel, J. (1997). Using action research to solve instructional challenges in inclusive elementary school settings. Education and Treatment of Children, 20, 21-39.

Sandler, A.G. (1997). Physical and occupational therapy services: Use of a consultative therapy model in the schools. Preventing School Failure, 41, 164-167.

Schilling, M.L., & Coles, R. (1997). From exclusion to inclusion: A historical glimpse at the past and reflections of the future. Journal of Physical Education, Recreation and Dance, 68(8), 42-44.

Schums, J.S., Vaughn, S., & Harris, J. (1997). Pyramid power for collaborative planning. Teaching Exceptional Children, 29(6), 62-66.

Schlichter, C.L., Larkin, M.J., Casareno, A.B., Ellis, E.S., Gregg, M., Mayfield, P., & Rountree, B.S. (1997). Partners in enrichment: Preparing teachers for multiple ability classrooms. Teaching Exceptional Children, 29(4), 4-9.

Schnorr, R.F. (1997). From enrollment to membership: "Belonging" in the middle and high school classes. Journal of the Association for Persons with Severe Handicaps, 22, 1-15.

Schoen, T.M., Auen, J., & Arvanitis, M. (1997). Children blossom in a special and general education integration program - a private child care center and a public school collaborate. Young Children, 52(2), 58-63.

Schumm, J.S., Vaughn, S., & Sobol, M.C. (1997). Are they getting it? How to monitor student understanding in inclusive classrooms. Intervention in School and Clinic, 32, 168-171.

Shaw, J., & Jamieson, J. (1997). Patterns of classroom discourse in an integrated, interpreted elementary school setting. American Annals of the Deaf, 142, 40-47.

Shinn, M.R., Powell-Smith, K.A., Good III, R.H., & Baker, S. (1997). The effects of reintegration into general education reading instruction for students with mild disabilities. Exceptional Children, 64, 59-79.

Sideridis, G.D., & Chandler, J.P. (1997). Assessment of teacher attitudes toward inclusion of students with disabilities: A confirmatory factor analysis. Adapted Physical Activity Quarterly, 15, 51-64.

Simpson, R.L., Ormsbee, C.K., & Myles, B.S. (1997). General and special educators' perceptions of preassessment-related activities and team members. Exceptionality, 7, 157-167.

Sinibaldai, R. (1997). Bowling--A strike for inclusion. Journal of Physical Education, Recreation and Dance, 68(7), 51-53.

Smalley, K.A., Certo, N.J., & Goetz, L. (1997). Effect of a staff training package on increasing community integration for people with severe disabilities. Education and Training in Mental Retardation and Developmental Disabilities, 32, 42-48.

Smith, A.C. (1997). Systemic education reform and school inclusion: A view from a Washington office window. Education and Treatment of Children, 20, 7-20.

Smith, J.D., & Hilton, A. (1997). The preparation and training of the educational community for the inclusion of students with developmental disabilities: The MRDD position. Education and Training in Mental Retardation and Developmental Disabilities, 32, 3-10 .

Smith, R. (1997). Varied meanings and practice: Teacher's perspectives regarding high school inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 235-244.

Sontag, J.C. (1997). Contextual factors influencing the sociability of preschool children with disabilities in integrated and segregated classrooms. Exceptional Children, 63, 389-404.

Taylor, R.L., Richards, S.B., Goldstein, P.A., & Schilit, J. (1997). Inclusive environments: Teacher perceptions of inclusive settings. Teaching Exceptional Children, 29(3), 50-54.

Thousand, J., Rosenberg, R.L., Bishop, K.D., & Villa, R.A. (1997). The evolution of secondary inclusion. Remedial and Special Education, 18, 270-284, 306.

Tomlinson, C.A., Callahan, C.M., Tomchin, E.M., Eiss, N., Imbeau, M., & Landrum, M. (1997). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Exceptional Children, 63, 269-282.

Turnbull, A.P., & Ruef, M. (1997). Family perspectives on inclusive lifestyle for people with problem behavior. Exceptional Children, 63, 211-227.

Turner, N., & Traxler, M. (1997). Children's literature for the primary inclusive classroom: Increasing understanding of children with hearing impairments. American Annals of the Deaf, 142, 350-355.

Vaughn, S., Schumm, J.S., & Arguelles, M.E. (1997). The ABCDEs of co-teaching. Teaching Exceptional Children, 30(2), 4-10.

Walther-Thomas, C.S. (1997). Co-teaching experiences: The benefits and problems that teachers and principals report over time. Journal of Learning Disabilities, 30, 395-407.

Weaver, T. (1997). Integrating students with disabilities with general education students in various physical education activities at the middle school level. Palaestra, 13(3), 26-27, 45.

Wehby, J.H., Symonds, F.J., & Hollo, A. (1997). Promote appropriate assessment. Journal of Emotional and Behavioral Disorders, 5, 45-54.

Weigle, K.L. (1997). Positive behavior support as a model for promoting educational inclusion. Journal of the Association for Persons with Severe Handicaps, 22, 36-48.

Wigle, S.E., & Wilcox, D.J. (1997). Teacher and administrator attitudes toward full inclusion in rural mid-America. Rural Special Education Quarterly, 16(1), 3-7.

Wilhite, B., Mushett, C.A., Goldenberg, L., & Trader, B.R. (1997). Promoting inclusive sport and leisure participation: Evaluation of the paralympic day in the schools model. Adapted Physical Activity Quarterly, 14, 131-146.

Wilson, C. (1997). Mainstream or "deaf school?" Both! say deaf students. Perspectives in Education and Deafness, 16(2), 10-19.

Witt, J., Noell, G., LaFleur, L., & Mortenson, B. (1997). Teacher use of interventions in general education settings: measurement and analysis of the independent variable. Journal of Applied Behavior Analysis, 30, 693-696.

Wright, J.V., Morton, R.C., & Beale, E.W. (1997). Including the multicultural student with AD/HD in the regular classroom. Attention, 4(2), 28-31.

Willson-Quayle, A., & Pasnak, R. (1997). The training of class inclusion and English language skills in young Latino children. Journal of Research in Childhood Education, 11, 152-162.

Winter, S.M., & Van Reusen, A.K. (1997). Inclusion and kindergartners who are deaf or hard of hearing: Comparing teaching strategies with recommended guidelines. Journal of Research in Childhood Education, 11, 114-134.

Wolery, M., Anthony, L., Snyder, E.D., Werts, M.G., & Katzenmeyer, J. (1997). Training elementary teachers to embed instruction during classroom activities. Education and Treatment of Children, 20, 40-58.

Woodward, J., & Baxter, J. (1997). The effects of an innovative approach to mathematics on acaemically low-achieving students in inclusive settings. Exceptional Children, 63, 373-388.

Wyatt-Smith, C. & Dooley, K. (1997). Shaping Australian policy on cultural understandings: Alternative approaches to inclusive education. International Journal of Inclusive Education, 1, 267-282.

Yasutake, D., & Lerner, J. (1997). Parents' perceptions of inclusion: A survey of parents of special education and non-special education students. Learning Disabilities: A Multidisciplinary Journal,8, 117-120.

Yell, M.L., & Shriner, J.G. (1997). The IDEA amendments of 1997: Implications for special and general education teachers, administrators, and teacher trainers. Focus on Exceptional Children, 30(1), 1-19.

Young, B., Simpson, R.L., Myles, B.S., & Kamps, D.M. (1997). An examination of paraprofessional involvement in supporting inclusion of students with autism. Focus on Autism and other Developmental Disabilities, 12, 31-38, 48.

Addendum 6: January 1998-December 1999

Agoratus, L. (1999). How to make inclusion work. Exceptional Parent, 29(2) 28-33.

Agoratus, L. (1999). Working together: Corporations and special needs organizations open doors to a diverse workplace. Exceptional Parent, 29(12), 34, 36-37, 39-41.

Aiello, J. & Bullock, L. (1999). Building commitment to responsible inclusion. Preventing School Failure, 27, 99-102.

Ainscow, M., Farrell, P., Tweddle, D. & Malki, G. (1999). The role of LEAs in developing inclusive policies and practices. British Journal of Special Education, 26, 136-140.

Alber, S.R., Heward, W.L., & Hippler, B.J. (1999). Teaching middle school students with learning disabilities to recruit positive teacher attention. Exceptional Children, 65, 253-270.

Alderson, P. & Goodey, C. (1999). Autism in special and inclusive schools: There has to be a point to their going there. Disability & Society, 14, 249-261.

Allan, J. (1999). Actively seeking inclusion: Pupils with special education needs in mainstream school. Phildelphia, PA: Falmer Press. (371.9046 ALL - Book)

Andrews, S. (1998). Using inclusive literature to promote positive attitudes toward disabilities. Journal of Adolescent and Adult Literacy, 41, 420-426.

Appl, D.J. (1998). Children with Down syndrome: Implications for adult-child interactions in inclusive settings. Childhood Education, 75, 39-43.

Armendariz, F. & Umbreit, J. (1999). Using active responding to reduce disruptive behavior in a general education classroom. Journal of Positive Behavior Interventions, 1, 152-158.

Armstrong, F. (1999). Inclusion, curriculum and the struggle for space in school. International Journal of Inclusive Education, 3, 75-87.

Armstrong, D., Dolinski, R. & Wrapson, C. (1999). What about Chantel? From inside out: an insider's experience of exclusion. International Journal of Inclusive Education, 3, 27-36.

Artesani, A.J., Mallar, L. (1998). Positive behavior supports in general education settings: Combining person-centered planning and functional analysis. Intervention in School and Clinic, 34, 33-38.

Artiles, A., Barreto, R., Pena, L., & McClafferty, K. (1998). Pathways to teacher learning in multicultural contexts: A longitudinal case study of two novice bilingual teachers. Remedial and Special Education, 19, 70-90

Ashtion, T.M. (1999). Spell checking: Making writing meaningful in the inclusive classroom. Teaching Exceptional Children, 32(2), 24-27.

Autin, D. (1999). Inclusion and the new IDEA. Exceptional Parent, 29(5), 66, 68-70.

Bahr, R., Velleman, S. & Ziegler, M. (1999). Meeting the challenge of suspected developmental apraxia of speech through inclusion. Topics in Language Disorders, 19(3), 19-35.

Bailey, Jr., D., McWilliam, R, Buysse, V., & Wesley, P. (1998). Inclusion in the context of competing values in early childhood education. Early Childhood Research Quarterly, 13, 27-47.

Balcazar, F., Mackay-Murphy, M., Keys, C., Henry, D., & Bryant, F. (1998). Assessing perceived agency adherence to the values of community inclusion: Implications for staff satisfaction. American Journal on Mental Retardation, 102, 451-463.

Bannister, C., Sharland, V., Thomas, G., Upton, V. & Walker, D. (1998). Changing from a special school to an inclusion service. British Journal of Special Education, 25, 65-69.

Barnes, M. (1999). Strategies for collaboration: A collaborative teaching partnership for an inclusion classroom. Reading & Writing Quarterly, 15, 233-238.

Barnett, C. (1998). Principal's knowledge of and attitudes toward inclusion. Remedial and Special Education, 19, 181-192.

Barton, L. & Slee, R. (1999). Competition, selection and inclusive education: Some observations. International Journal of Inclusive Education, 3, 3-12

Barton, L. & Slee, R. (1999). Introduction: Competition, selection and inclusive education. International Journal of Inclusive Education, 3, 1-2.

Battiste, M. (1998). The question, "What do I do when my child with special needs becomes an adult with special needs?" is answered through a residential program that promotes assisted independence. Exceptional Parent, 28(6), 72, 75.

Bauer, A.M., & Shea, T.M. (1999). Inclusion 101: How to teach all learners. Baltimore, MD: Paul H Brookes Publishing Company. (371.102 BAU – Book)

Beaumont, C.J. (1999). Dilemmas of peer assistance in a bilingual full inclusion classroom. Elementary School Journal, 99, 233-254.

Beckman, P., Barnwell, D., Horn, E., Hanson, M., Gutierrez, S. & Lieber, J. (1998). Communities, families and inclusion. Early Childhood Research Quarterly, 13, 125-150.

Beloin, K. (1998). Strategies for developing inclusive practices in small, rural schools. Rural Special Education Quarterly, 17(1), 12-20.

Beloin, K.S., & Peterson, M. (1998). Teaching the inclusive teacher: Restructuring the mainstreaming course in teacher education. Teacher Education and Special Education, 21, 306-318.

Bennett, T., Lee, H., & Lueke, B. (1998). Expectations and concerns: What mothers and fathers say about inclusion. Education and Training in Mental Retardation and Developmental Disabilities, 33, 108-122.

Beverly, C. & Thomas, S (1999). Family assessment and collaboration building: conjoined processes. International Journal of Disability, Development and Education, 46, 179-197.

Blamires, M. (Eds.). (1999). Enabling technology for inclusion. Thousand Oaks, CA: Corwin Press. (371.39445 BLA - Book)

Blinde, E., & McCallister, S. (1998). Adapted Physical Education: Listening to the voices of students with physical disabilities: Experiences in the physical education classroom. Journal of Physical Education, Recreation & Dance, 69(6), 64-68.

Block, M. (1999). Attitudes of youth baseball coaches toward players with mild mental retardation. Palaestra, 15(3), 30-36.

Block, M.E. (1999). Did we jump on the wrong bandwagon? Part 2: Making general physical education work. Palaestra, 15(4), 34-36, 38-42.

Block, M.E. (1993). Did we jump on the wrong bandwagon? Part I: Problems with inclusion in physical education. Palaestra, 15(3), 30-36.

Block, M, & Malloy, M. (1998). Attitudes on inclusion of a player with disabilities in a regular softball league. Mental Retardation 36, 137-144.

Bloom, L.A., Perlmutter, J., & Burrell, L. (1999). The general educator: Applying constructivism to inclusive classrooms. Intervention in School and Clinic, 34, 132-136.

Bloom, L., Perlmutter, J. & Burrell, L. (1999). Intervention in school and clinic. The General Educator, 34(3), 132-136.

Brennan, J.P., II, & Brennan, K.B. (1999). How the M.A.P. Club changed perceptions of students with special needs. Rural Special Education Quarterly, 18(2), 5-9.

Brown, W., Odom, S., Li, S. & Zercher, C. (1999). Ecobehavioral assessment in early childhood programs: A portrait of preschool inclusion. Journal of Special Education, 33, 138-153.

Brownell, M. & Pajares, F. (1999). Teacher efficacy and perceived success in mainstreaming students with learning and behavior problems. Teacher Education and Special Education, 22, 154-164.

Bruder, M. (1998). A collaborative model to increase the capacity of childcare providers to include young children with disabilities. Journal of Early Intervention, 21, 177-186.

Bryant, R., Dean, M., Elrod, G.F., & Blackburn, J.M. (1999). Rural general education teachers' opinions of adaptations for inclusive classrooms: A renewed call for dual licensure. Rural Special Education Quarterly, 18(1), 5-11.

Buell, M.J., Gamel-McCormick, M., & Hallam, R.A. (1999). Inclusion in a childcare context: Experiences and attitudes of family childcare providers. Topics in Early Childhood Special Education, 19, 217-224.

Buell, M., Gamel-McCormick & Hallam, R. (1999). Inclusion in a childcare context: Experiences and attitudes of family childcare providers. Topics in Early Childhood Special Education, 19, 217-224.

Buell, M., Hallam. R., Gamel-McCormick M. & Scheer, S. (1999). A survey of general and special education teachers' perceptions and inservice needs concerning inclusion. International Journal of Disability, Development and Education, 46, 143-156.

Bugaj, S. (1998). Intensive scheduling and special education in secondary schools: Research and recommendations. NASSP Bulletin, 82(524), 33-39.

Bunch, G. (1999). Inclusion: How to: Essential classroom strategies. Toronto, Ontario: Inclusion Press. (371.9046 BUN - Book)

Burke, M., Hagan, S. & Grossen, B (1998). What curricular designs and strategies accommodate diverse learning needs improve their ability to work independently. Teaching Exceptional Children, 31(1), 34-38.

Buysse, V., Wesley, P., Bryant, D. & Gardner, D. (1999). Quality of early childhood programs in inclusive and non-inclusive settings. Exceptional Children, 65, 301-314.

Buysse, V., Wesley, P. & Keyes, L. (1998). Implementing early childhood inclusion: Barrier and support factors. Early Childhood Research Quarterly, 13, 169-184.

California University, Center for Mental Health Schools. (1998). Least intervention needed: Toward appropriate inclusion of students with special needs. An introductory package. Los Angeles, CA: Author. (ED 425 239 – Microfiche, 66 pages)

Calloway, C. (1999). 20 Ways to…promote friendship in the inclusive classroom. Intervention in School and Clinic, 34, 176-177.

Carpenter, S., King-Sears, M. & Keys, S. (1998). Counselors & educators & families as a transdisciplinary team = more effective inclusion for students with disabilities. Professional School Counseling, 2(1), 1-9.

Carrington, S. (1999). Inclusion needs a different school culture. International Journal of Inclusive Education, 3, 257-268.

Cassady, J. (1998). Wordless books: No-risk tools for inclusive middle-grade classrooms. Journal of

Adolescent and Adult Literacy, 41, 428-433.

Cavallaro, C.C., Ballard-Rosa, M., & Lynch, E.W. (1998). A preliminary study of inclusive special education services for infants, toddlers, and preschool-age children in California. Topics in Early Childhood Special Education, 18, 169-182.

Cavallaro, C.C., & Haney, M. (1999). Preschool inclusion. Baltimore, MD: Paul H Brookes Publishing Company. (371.90472 CAV – Book)

Center for Community Inclusion, Maine's University Affiliated Program, University of Maine (1999). Foundations for inclusive education: A staff development guide. Orono, ME: Author.

(IE 371.9046 CEN – Inservice Education/Curriculum)

Chimedza, R. (1998). The cultural politics of integrating deaf students in regular schools in Zimbabwe. Disability & Society, 13, 493-502.

Chow, V. & Kasari, C. (1999). Task-related interactions among teachers and exceptional, at-risk, and typical learners in inclusive classrooms. Remedial and Special Education, 20, 226-232.

Clark, C., Dyson, A., Millward, A. & Robson, S. (1999). Inclusive education and schools as organizations. International Journal of Inclusive Education, 3, 37-51.

Clough, P., (1999). Exclusive tendencies: Concepts, consciousness and curriculum in the project of inclusion. International Journal of Inclusive Education, 3, 63-73.

Clough, P. (Ed.) (1998) Managing inclusive education.: From policy to experience Thousand Oaks, CA: Sage Publications, Inc. (371.9046 CLO - Book)

Cochran, H.K. (1998). Differences in teacher' attitudes toward inclusive education as measured by the Scale of teachers' attitudes toward inclusive classrooms (STATIC). Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 14-16, 1998).(ED 426 548 – Microfiche, 33 pages)

Cole, P. (1999). The structure of arguments used to support or oppose inclusion policies for students with disabilities. Journal of Intellectual & Developmental Disability, 24, 215-225.

Coleman, M., Webber, J., & Algozzine, B. (1999). Inclusion and students with emotional/behavioral disorders. Special Services in the Schools, 15, 25-47.

Colwell, C. (1998). Effects of information on elementary band students' attitudes toward individuals with special needs. Journal of Music Therapy, 35, 19-33.

Cook, B.G., & Semmel, M.I. (1999). Inclusion and students with mental retardation: Theoretical perspectives and implications. Special Services in the Schools, 15, 9-71.

Cook, B. & Semmel, M. (1999). Peer acceptance of included students with disabilities as a function of severity of disability and classroom composition. Journal of Special Education, 33, 50-61.

Cook, B.G., Semmel, M.I., & Gerber, M.M. (1999). Attitudes of principals and special education teachers toward the inclusion of students with mild disabilities: Critical differences of opinion. Remedial and Special Education, 20, 199-207, 243.

Cooper, M., Griffith, K. and Filer, J. (1999). School intervention for inclusion of students with and without disabilities. Focus on Autism and Other Developmental Disabilities, 14, 110-115.

Coots, J., Bishop, K. & Grenot-Scheyer, M. (1998). Supporting elementary age students with significant disabilities in general education classrooms: Personal perspectives on inclusion. Education and Training in Mental Retardation and Developmental Disabilities, 33, 317-330.

Corbett, J. (1999). Inclusive education and school culture. . International Journal of Inclusive Education, 3, 53-61.

Cornoldi, C., Terreni, A., Scruggs, T. & Mastropieri, M. (1998). Teacher attitudes in Italy after twenty years of inclusion. Remedial and Special Education 19, 350-356.

Coutinho, M.J., & Repp, A.C. (1999). Inclusion: The integration of students with disabilities. Belmont, CA: Wadsworth Publishing Company. (371.9046 COU - Book)

Craft, M., Alber, S. & Heward, W. (1998). Teaching elementary students with developmental disabilities to recruit teacher attention in a general education classroom: Effects on teacher praise and academic productivity. Journal of Applied Behavior Analysis, 31, 399-415.

Crockett, J. & Kauffman, J. (1998). Taking inclusion back to its roots. Educational Leadership, 56 (2), 74-77.

Daniels, H., & Garner, P. (Eds.). (1999). Inclusive education: World yearbook of education. Sterling, VA: Stylus Publishing, Inc. (371.9046 DAN - Book)

Daniels, V. (1998). How to manage disruptive behavior in inclusive classrooms. Teaching Exceptional Children, 30(4), 26-31.

Daniels, V. & Vaughn, S. (1999). A tool to encourage "Best Practice" in full inclusion. Teaching Exceptional Children, 31(5), 48-55.

Darrow, A. (1999). Music educators' perceptions regarding the inclusion of students with severe disabilities in music classrooms. Journal of Music Therapy, 36, 254-273.

Davern, L. (1999). Parents' perspectives on personnel attitudes and characteristics in inclusive school settings: Implications for teacher preparation programs. Teacher Education and Special Education, 22, 165-182.

De La Paz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities Research & Practice, 14, 92-106.

DeBettencourt, L. (1999). General educators' attitudes toward students with mild disabilities and their use of instructional strategies. Remedial and Special Education, 20, 27-35.

Deck, M., Scarborough, J.L., Sferrazza, M.S., & Estill, D.M. (1999). Serving students with disabilities: Perspectives of three school counselors. Intervention in School and Clinic, 34, 150-155.

Deering, P. (1998). Making comprehensive inclusion of special needs students work in middle school. Middle School Journal, 29(3), 12-19.

Delisle, J. (1999). For gifted students, full inclusion is a partial solution. Educational Leadership, 57(3), 80-83.

Deslandes, R., Royer, E. & Pierre, D. (1999). Patterns of home and school partnership for general and special education students at the secondary level. Exceptional Children, 65, 496-506.

Dinnebeil, L.A., McInerney, W., Fox, C.M & Juchartz-Pendry, K. (1998). An analysis of the perceptions and characteristics of childcare personnel regarding inclusion of young children with special needs in community-based programs. Topics in Early Childhood Special Education, 18, 118-128.

Dirling, J. (1999). Inclusion: Enhancing resilience. Preventing School Failure, 43, 125-128.

Doelling, J., Bryde, S., Brunner, J. & Martin, B. (1998). Collaborative planning for inclusion of a student with developmental disabilities. Middle School Journal, 29(3), 34-39.

Dover, W. (1999). Inclusion: The next step (Video Series). Manhattan, KS: The MASTER Teacher, Inc. (IE 371.9 DOV – Inservice Education/Videotapes)

Tape 1: Building consensus for inclusive education (35 – 40 minutes)

Tape 2: Understanding your inclusion options (35 – 40 minutes)

Tape 3: Planning effective modifications and accommodations (35 – 40 minutes)

Tape 4: Delivering necessary support (35 – 40 minutes)

Duchane, K. & French, R. (1998). Attitudes and grading practices of secondary physical educators in regular education settings. Adapted Physical Activity Quarterly, 15, 370-380.

Duchardt, B., Marlow, L., Inman, D., Christensen, P., & Reeves, M. (1999). Collaboration and co-teaching: General and special education faculty. Clearing House, 72, 186-190.

Duhaney, L.M.G. (1999). A content analysis of state education agencies' policies/position statements on inclusion. Remedial and Special Education, 20, 367-378.

Dunbar, C. (1999). African American males and participation: Promising inclusion, practicing exclusion. Theory into Practice, 38, 241-246.

Duncan, J. (1999). Conversational skills of children with hearing loss and children with normal hearing in an integrated setting. Volta Review, 101, 193-211.

Elliot, D., & McKenney, M. (1998). Four inclusion models that work.. Teaching Exceptional Children, 30(4), 54058.

Elliott, J., Ysseldyke, J., Thurlow, M. & Erickson, R. 1998). What about assessment and accountability? Teaching Exceptional Children, 31(1), 20-27.

Elliott, S., Kratochwill, T. & Schulte, A. (1998). The assessment accommodation checklist. Teaching Exceptional Children 31(2), 10-14.

Ellis, J., Hart, S. & Small-McGinley, J. (1998). The perspectives of "difficult" students on belonging and inclusion in the classroom. Reclaiming Children and Youth: Journal of Emotional and Behavioral Problems 7, 142-146.

Epstein, M., Munk, D., Bursuck, W., Polloway, E. & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. Journal of Special Education, 33, 166-176.

Erickson, K. & Koppenhaver, D. (1998). Using the "write talk-nology" with Patrik. Teaching Exceptional Children, 31(1), 58-64.

Erickson, R., Ysseldyke, J., Thurlow, M. & Elliott, J. (1998). Inclusive assessments and accountability systems. Teaching Exceptional Children, 31(2), 4-9.

Erwin, E., Alimaras, E. & Price, N. (1999). A qualitative study of social dynamics in an inclusive preschool. Journal of Research in Childhood Education, 14(1), 56-67.

Espin, C., Deno, S. & Albayrak-Kaymak, D. (1998). Individualized education programs in resource and inclusive settings: How "Individualized" are they? Journal of Special Education, 32, 164-174.

Espinosa, L., Gillam, R., Busch, R. & Patterson, S. (1998). Evaluation of an inservice model to train child care providers about inclusion. Journal of Research in Childhood Education, 12, 130-142.

Etscheidt, S., & Bartlett, L. (1999). The IDEA amendments: A four-step approach for determining supplementary aids and services. Exceptional Children, 65, 163-174.

Fagan, T.K. (1999). An evolutionary process with an uncertain future: Commentary on inclusion practices with special needs students. Special Services in the Schools, 15, 193-202.

Farber, J.G., & Klein, E.R. (1999). Classroom-based assessment of a collaborative intervention program with kindergarten and first-grade students. Language, Speech, and Hearing Services in Schools, 30(1), 83-91.

Federico, M., Herrold, W. & Venn, J. (1999). Helpful tips for successful inclusion: A checklist for educators. Teaching Exceptional Children, 32(1), 76-82.

Feiler, A. & Gibson, H. (1999). Threats to the inclusive movement. British Journal of Special Education, 26, 147-152.

Ferguson, P.M., & Ferguson, D. (1998). The future of inclusive educational practice: Constructive tension and the potential for reflective reform. Childhood Education, 74, 302-308.

Finson, K.D., & Ormsbee, C.K. (1998). Rubrics and their use in inclusive science. Intervention in School and Clinic, 34, 79-88

Fisher, D. (1999). According to their peers: Inclusion as high school students see it. Mental Retardation, 37, 458-467.

Fisher, D., Frey, N., & Sax, C. (1999). Inclusive elementary schools: Recipes for success. Colorado Springs, CO: PEAK Parent Center. (VF-Vertical File/Inclusion)

Fisher, D., Sax, C., & Pumpian, I. (1999). Inclusive high schools: Learning from contemporary classrooms. Baltimore, MD: Paul H Brookes Publishing Company. (371.9 FIS - Book)

Fisher, D., Pumpian, I., & Sax, C. (1998). High school students' attitudes about and recommendations for their peers with significant disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 272-282.

Fisher, D., & Sax, C. (1999). Noticing differences between secondary and postsecondary education: Extending Agran, Snow, and Swaner's discussion. Journal of the Association for Persons with Severe Handicaps, 24, 303-305.

Fisher, D., Sax, C., Rodifer, K. & Pumpian, I. (1999). Teachers' perspectives of curriculum and climate changes. Journal for a Just and Caring Education, 5, 256-268.

Fisher, J., Deshler, D. & Schumaker, J. (1999). The effects of an interactive multimedia program on teachers' understanding and implementation of an inclusive practice. Learning Disability Quarterly, 22, 127-142.

Folsom-Meek, S. (1998). Licensure of adapted physical education teachers and undergraduates' attitudes toward students with disabilities. Perceptual and Motor Skills, 86, 1117-1118.

Forlin, C. (1998). Teachers' personal concerns about including children with disabilities in regular classrooms. Journal of Developmental and Physical Disabilities, 10, 87-106.

Fowler, S. (1999). The first installment of a serial novel on inclusive practices: Tell me more. Journal of Early Intervention, 22, 203-204.

Freeman, S.F.N. & Alkin, M.C., & Kasari, C. (1999). Satisfaction and desire for change in educational placement for children with Dow syndrome: Perceptions of parents. Remedial and Special Education, 20, 143-151.

French, N. (1999). Using modeling, manipulative, and mnemonics with eighth-grade math students. Teaching Exceptional Children, 32(2), 74.

Friend, M., & Bursuck, W.D. (1999). Including students with special needs: A practical guide for classroom teachers (2nd edition). Needham Heights, MA: Allyn and Bacon. (371.9046 FRI - Book)

Fuchs, L., & Fuchs. D. (1998). Building a bridge across the canyon. Learning Disability Quarterly, 21, 99-101.

Fuchs, D., & Fuchs, L. (1998). Competing visions for educating students with disabilities: Inclusion versus full inclusion. Childhood Education, 74, 309-316.

Fuchs. L., & Fuchs, D. (1998). General educators' instructional adaptations for students with learning disabilities. Learning Disability Quarterly, 21, 23-33.

Gafney, K. (1999). To be included. Exceptional Parent, 29(2), 48-50.

Gent, P. & Gurecka, L. (1998). Service learning: A creative strategy for inclusive classrooms. Journal of the Association for Persons with Severe Handicaps, 23, 261-271.

Gerent, M.C. (1998). Successful inclusion of students with disabilities: Modifying content delivery and materials in inclusive classrooms. Paper presented at the Annual China-U.S. Conference on Education (2nd, Beijing, China, July 14-19, 1998). (ED 429 379 – Microfiche, 13 pages)

Gersten, R., Baker, S., & Marks, S. (1998). Reflections on "A view from across the Grand Canyon" by Richardson and Anders and the compatibility of qualitative and quantitative research. Learning Disability Quarterly, 21, 102-104.

Gettinger, M., Stoiber, K., Goetz, D. & Caspe E. (1999). Competencies and training needs for early childhood inclusion specialists. Teacher Education and Special Education, 22, 41-54.

Gettinger, M., Stoiber, K. & Lange, J. (1999). Collaborative investigation of inclusive early education practices: A blueprint for teacher-researcher partnership. Journal of Early Intervention, 22, 257-265.

Giangreco, M.F. (1998). Quick-guides to inclusion 2: Ideas for educating students with disabilities. Baltimore, MD: Paul H Brookes Publishing Company. (IE 371.9046 GIA-Inservice Materials/Book)

Giangreco, M.F. (1998). Quick-guides to inclusion 2: Ideas for educating students with disabilities. Baltimore, MD: Paul H Brookes Publishing Company. (IE 371.9046 GIA – Inservice Materials/Book)

Giangreco, M.F. Cloninger, C.J., Chigee, J., & Iverson, V.S. (1998). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (2nd edition). Baltimore, MD: Paul H Brookes Publishing Company. (371.90460973 GIA – Book)

Giangreco, M., Whiteford, T., Whiteford & Doyle, M. (1998). Planning for Andrew: The use of COACH and VISTA in an inclusive preschool program. International Journal of Disability, Development and Education, 45, 375-396.

Gibb, G., Ingram, C., Dyches, T., Allerd, K., Egan, M., & Young, Y. (1998). Developing and evaluating an inclusion program for junior high students with disabilities: A collaborative team approach. B.C. Journal of Special Education 21, 33-44.

Gibb, S., Allred, K., Ingram, C., Young, J. & Egan, W. (1999). Lessons learned from the inclusion of students with emotional and behavioral disorders in one junior high school. Behavioral Disorders, 24, 122-136.

Gindis, B. (1999). Vygotsky's vision: Reshaping the practice of special education for the 21st century. Remedial and Special Education, 20, 333-340.

Goessling, D.P. (1998). The invisible elves of the inclusive school – paraprofessionals. Paper presented at the Annual meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998). (ED 421 806 – Microfiche, 20 pages)

Goldman, R., Sapp, G., & Foster, A. (1998). Reading achievement by learning disabled students in resource and regular classes. Perceptual and Motor Skills, 86, 192-194.

Goessling, D. (1998). Inclusion and the challenge of assimilation for teachers of students with severe disabilities. Journal of the Association for Persons with Severe Handicaps, 23, 238-251.

Gold, S., Liepack, S., Scott, M. & Benjamin-Wise, S. (1999) Creating inclusive classrooms: A report from the field. Young Exceptional Children, 2(2), 2-8.

Gould, P. (1999). The inclusive early childhood classroom: East ways to adapt learning centers for all children. Beltsville, MD: Gryphon House. (371.9046 GOU - Book)

Gravois, T.A., Rosenfield, S., & Vail, L. (1999). Achieving effective and inclusive school settings: A guide for professional development. Special Services in the Schools, 15, 145-170.

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