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References

Amado, A. N. (Ed.). (1993). Friendships and community connections between people with and without developmental disabilities. Baltimore: Brookes.

AGH Associates (1992). Supporting children in the classroom: An integrating aide's handbook. Hampton, NH: AGH Associates.

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Anderson, K. (2001, April). Leadership qualities that facilitate highly inclusive schools. Paper presented at the Annual CEC Conference, Kansas City, MO.

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Block, M. E. (Ed.). (1994). A teacher's guide to including students with disabilities in regular physical education. Baltimore: Brookes.

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Candler-Lotven, A. C., Hildreth, B. L., & Strawderman, C. W. (1995). Literature on hearing impairment: A source of help with inclusion. Child Language Teaching and Therapy, 11(2), 176-184.

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Choate, J. (Ed.). (1997). Successful inclusive teaching (2nd ed.). Needham Heights, MA: Allyn & Bacon.

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Craig, S., & Haggart, A. G. (1994). Integrated therapies. Hampton, NH: AGH Associates.

Daack, E. (1999). Preparing for Inclusion: Inclusion Models for a Building Level. Cedar Falls, IA: University of Northern Iowa.

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DeFord, S. (1998, February 8). Inclusive classrooms. The Washington Post Magazine, 8.

DePree, M. (1997). Leading without power: Finding hope in serving community. San Francisco: Jossey-Boss.

Dobson, D. (1995). Inclusion packet: A handbook to assist educational teams in developing effective programs for students with disabilities. Greeley, CO: University of Northern Colorado. (Available from Teacher-to-Teacher Support Network, c/o Lewis Jackson, Division of Special Education, McKee Hall, University of Northern Colorado, Greeley, CO 80639.).

Downing, J. E. (1996). Including students with severe and multiple disabilities in typical classrooms: Practical strategies for teachers. Baltimore: Brookes.

Doyle, M. B. (1997). The paraprofessionals guide to the inclusive classroom. Baltimore: Brookes.

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Duckenfield, M. (n.d.). The performance of at-risk youth as tutors. National Dropout Prevention Center: Clemson, SC. Retrieved October 9, 2001 from www.dropoutprevention.org/effstrat/performance.htm

Elliott, D., & McKenney, M. (1998). Four inclusion models that work. Teaching Exceptional Children, 30(4), 54-58.

Education Resources Information Center (ERIC). (1996). Inclusion. The ERIC Review 4(3).

Education Resources Information Center (ERIC). (1993). Including students with disabilities in general education classrooms. ERIC Digest, # E521. Retrieved from http://www.ed.gov/databases/ERIC_Digests/ed358677.html

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

Falvey, M. A, Givner, C. C., & Kimm, C. (1996). What do I do Monday morning? In S. Stainback & W. Stainback (Eds.) Inclusion: A guide for educators (pp.117-138). Baltimore: Brookes.

Falvey, M. A. (1995). Inclusive and heterogeneous schooling: Assessment, curriculum, and instruction. Baltimore: Brookes.

Ferguson, D., Gu?jónsdóttir, Meyer, G., Droege, C. A., Meyer, G., Lester, J., & Ralph, G. (1996). Designing classroom curriculum for personalized learning. Eugene, OR: School Projects, Specialized Training Program, University of Oregon.

Ferguson, D., Meyer, G., & Willis, C. (1990). Regular class participation system. Eugene, OR: Specialized Training Program, University of Oregon.

Filbin, J., & Kronberg, R. (n.d.). Ideas and suggestions for curricular adaptations at the secondary level. Denver, CO: Colorado Department of Education.

Filbin, J., Rogers-Connolly, T., & Brewer, R. (1996). Individualized learner outcomes: Infusing student needs into the regular education curriculum. Colorado Springs, CO: PEAK.

Fisher, D., Frey, N., & Sax, C. (1999). Inclusive elementary schools: Recipes for success. Colorado Springs, CO: PEAK, Inc.

Flemming, J. L. & Monda-Amaya, L. E. (2001). Process variable critical for team effectiveness: A Delphi study of wraparound team members. Remedial and Special Education 22(3). 158 - 171.

Freschi, D. F. (1999). Guidelines for working with one-to-one aides. Teaching Exceptional Children, 31(4), 42-45.

Friend, M., and Cook, L. (2000). Interactions: Collaboration skills for school professional. New York: Addison Wesley Longman, Inc.

Friend, M. & Bursuck, William D. (1999). Including students with special needs: A practical guide for classroom teachers (2nd Ed.). Needham Heights, MA: Allyn & Bacon.

Gartner, A. & Lipsky, D. (1997). Inclusion and School Reform: Transferring America's Classrooms. Baltimore: Brookes.

Gensemer, P. (2000). Effectiveness of cross-age and peer mentoring programs (ERIC Document Reproduction Service No. ED438267)

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

Giangreco, M. F. (1996). Vermont interdependent services team approach (VISTA): A guide to coordinating educational support services. Baltimore: Brookes.

Giangreco, M. F. (1996). What do I do now? A teacher's guide to including students with disabilities. Educational Leadership, 53(5), 56-59.

Giangreco, M. F. (1997). Quick guides to inclusion: Ideas for educating students with disabilities. Baltimore: Brookes.

Giangreco, M., Cloninger, C. & Iverson, V. (1998). Choosing outcomes and accommodations for children (COACH): A guide to educational planning for students with disabilities (2nd Ed.). Baltimore: Brookes.

Greenwood, C.R., Carta, J.D., Kamps, D. & Delquadri, J. (1997). EcoBehavioral Assessment System Software: (EBASS). Practitioner's Manual: Version 3.0. Kansas City, KS: Juniper Gardens Children's Project, University of Kansas.

Greenwood, C.R., Arreaga-Mayer, C. & Clark-Preston, D. (Ed.)(1985). An Eco-Behavioral approach to research in special education. Kansas City, KS: Juniper Gardens Children's Project, University of Kansas.

Grigal, M. (1998). The time-space continuum: Using natural supports in inclusive classrooms. Teaching Exceptional Children, 30(6), 44-51.

Haggart, A. G. (1994). How to set up and run inclusive extended year programming. News Link, 8(2), 3.

Halvorsen, A. & Neary, T. (2001). Building inclusive schools: tools and strategies for success. Needham Heights, MA: Allyn & Bacon.

Hammeken, P. (2000). Inclusion 450 strategies for success: A practical guide for all educators who teach students with disabilities. Minnetonka, MN: Peytral Publications, Inc.

Haring, N. G., & Romer, L. T. (1995). Welcoming students who are deaf-blind into typical classrooms. Baltimore: Brookes.

Harvard Project Zero and President and Fellows Harvard College (2000). Project Summit. Cambridge, MA: Harvard Project Zero. Retrieved from www.pzweb.harvard.edu/SUMIT/Default.htm

Hebbeler, K. (1993). Traversing the mainstream: regular education and students with disabilities in secondary school- A special topic report from the National Longitudinal Transition Study of Special Education Students. Menlo Park, CA: SRI International.

Hobbs, T., & Westling, D. L. (1998). Promoting successful inclusion through collaborative problem-solving. Teaching Exceptional Children, 31(1), 12-19.

Hourcade, J.J. & Bauwens, J. (2001). Cooperative teaching: The renewal of teachers. The Clearing House 74(5), 242-247.

Jackson, L. B., & Leon, M. Z. (1998). Developing a behavior support plan: A manual for teachers and behavioral specialists (2nd ed.). Colorado Springs, CO: PEAK, Inc.

Jackson, L. B., & Panyan, M. V. (2001). Positive behavioral support in the classroom: Principles and practices. Baltimore: Brookes.

Jackson, L. B., Ryndak, D., & Billingsley, F. (1998, December.). Developing effective inclusive practices: What the experts are saying. Paper presented at the Annual Conference of the Association for Persons with Severe Handicaps, Seattle, WA.

Janney, R. E., & Snell, M. E. (2000). Teachers' guide to inclusive practices- Behavioral Support. Baltimore: Brookes

Janney, R. E., & Snell, M. E. (2000). Teachers' guide to inclusive practices- Collaborative Teaming. Baltimore: Brookes

Janney, R. E., & Snell, M. E. (2000). Teachers' guide to inclusive practices- Modifying schoolwork. Baltimore: Brookes

Janney, R. E., & Snell, M. E. (2000). Teachers' guide to inclusive practices- Social Relationships and Peer Support. Baltimore: Brookes

Janney, R. E., & Snell, M. E. (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.

Johnson, R.T. & Johnson D. W. (n.d.). An overview of cooperative learning. Minneapolis, MN: The Cooperative Learning Center at the University of Minnesota. Retrieved from www.clcrc.com/pages/overviewpaper.html

Johnson, D.W., Johnson R.T., and Mary Beth Stanne. (2000). Cooperative learning methods: A meta-analysis. Minneapolis, MN: The Cooperative Learning Center at the University of Minnesota. Retrieved from www.clcrc.com/pages/cl-methods.html

Jorgensen, C. M. (Ed.). (1998). Restructuring high schools for all students: Taking inclusion to the next level. Baltimore: Brookes.

Kalkowski, P. (1997). Peer and cross-age tutoring. Portland, OR: Northwest Regional Educational Laboratory. Retrieved from www.nwrel.org/sepd/sirs/9/c018.html

King-Sears, M. E. (1996). Determining complements and compromises for inclusion. Intervention in School and Clinic, 31, 231-237.

Kronberg, R., & Filbin, J. (1993). Ideas and suggestions for curricular adaptations at the elementary level. Denver, CO: Colorado Department of Education.

Kronberg, R., Jackson, L., Sheets, G., & Rogers-Connally, T. (1995). A tool box for supporting integrated education. Teaching Exceptional Children, 27(4), 54-58.

Landers, M. F., & Weaver, H. R. (1997). Inclusive education: A process, not a place. Swampscott, MA: Watersun Publishing.

Leffert, J. S. and Siperstein, G. N. (1996). Assessment of social-cognitive processes in children with mental retardation. American Journal on Mental Retardation 100(5), 441-455.

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McDonnell, J. (1998). Instruction for students with severe disabilities in general education settings. Education and Training in Mental Retardation and Developmental Disabilities, 33, 199-215.

McGregor, G. & Vogelsberg R.T. (1998). Inclusive schooling practices: pedagogical and research foundations. Baltimore: Brookes

Meyer, A.& O'Neill, L. (2000). Beyond access: Universal design for learning. Retrieved from www.eparent.com.

Meyer, L. A. (1983). Long-term academic effects of direct instruction follow through. Technical Report No. 299. (ERIC Document Reproduction Service No. ED237932)

Missouri Department of Elementary and Secondary Education. (1996). Keys to the schoolhouse door: Educating all children. Retrieved from http://tiger.coe.missouri.edu/~mocise/pubs/keys.htm

Montagnese, R. J. (1999, November). Inclusion: The social experience. Inclusion News. Retrieved from http://www.inclusion.org/htdocs/news/news_index.html

Mueller, A. & Fleming, T. (2001). Cooperative Learning: Listening to how children work at school. The Journal of Educational Research 94(5), 259-265.

National Center for Education Statistics (1999). Inclusion of students with disabilities. Retrieved from http://nces.ed.gov/fastfacts/display.asp?id=59

National Institute for Direct Instruction. (2001). What is direct instruction? Eugene, OR: National Institute for Direct Instruction. Retrieved from www.nifdi.org

National Institute for Urban School Improvement. (2000). Improving education: the promise of inclusive schooling. Retrieved from http://www.edc.org/urban/Inclbook.htm

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