Please note that this information package includes reprints that we are unable to produce here on our web site. You can obtain a complete copy of this information package by contacting the Center on Human Policy via email at thechp@syr.edu, by phone at 315-443-3851 or 1-800-894-0826 (both voice), or by writing to the address listed above.
- Neary, T., & Halvorsen, A. (1996, August). What is “inclusion”? SARRC Reports. Plantation, FL: South Atlantic Regional Resource Center.
- Kluth, P., Villa, R. A., & Thousand, J. S. (2001, December/2002, January). “Our school doesn’t offer inclusion” and other legal blunders. Educational Leadership, 59(4), 24-27.
- Hedeen, D., & Ayres, B. J. (2002). “You want me to teach him to read?” Fulfilling the intent of IDEA. Journal of Disability Policy Studies, 13(3), 180-189.
- Voltz, D. L., Brazil, N., & Ford, A. (2001, September). What matters most in inclusive education: A practical guide for moving forward. Intervention in School and Clinic, 37(1), 23-30.
- Schnorr, R. F. (1997). From enrollment to membership: “Belonging” in middle and high school classes. JASH, 22(1), 1-15.
Much progress has occurred during the past several years concerning
the inclusion of students with disabilities in their home schools and classrooms.
The Individuals with Disabilities Education Act (IDEA) Amendments of 1997
changed the regulations from merely providing children with disabilities
access to public education to improving results for all children in our
education system. It has strengthened the role of parents in educational
planning and decision-making on behalf of their children, and it focuses
the student’s educational planning process on promoting meaningful access
to the general curriculum (OSERS, 2001).
While IDEA has been an important driving force of the progress in the
inclusion of children with disabilities, recognition should also be given
to the parents, educators, and many others who have had to work intensely
to encourage schools to follow the law (Twenty-five years of educating
children with disabilities: The good news and the work ahead, 2002).
Despite this progress, there are many who continue to struggle to advocate
for the necessary (and rightful) supports to fully include all students
in educational settings. They need access to crucial information to work
for this to happen. Reauthorization of IDEA began in 2002 and is still underway
in 2003, so now more than ever parents, educators, and others need to
be informed of the ways these regulations affect them and how they may
change, as well as other information that will encourage adequate enforcement
of IDEA.
This information packet represents a substantial revision of the previous
edition, last updated in 1993. There continues to be an enormous amount
of resources available on this topic; however, this information packet is
intended to provide basic information on timely subjects within inclusive
education and to assist interested people in gaining better access to these
materials.
First is Inclusive Education: An Annotated Bibliography,
an extensive listing with resources placed into broad topical categories
including:
The publications reviewed here represent merely a portion of the information
currently available on inclusive education.
Next, Selected Readings on Inclusive Education contains
several articles. What is "Inclusion"? attempts to clarify a common
definition of what inclusion is and should be, and acknowledges that until
this is done, the impact of inclusive education cannot truly be determined.
"Our School Doesn't Offer Inclusion" and Other Legal Blunders highlights
common misunderstandings of schools' responsibilities under IDEA to better
enable implementation. "You Want Me To Teach HIM to Read?" describes
adaptations and accommodations created for one student that represent
the attitudes and creativity required for inclusive education to be a
success. What Matters Most in Inclusive Education: A Practical Guide
for Moving Forward affirms that inclusive education is more than a
physical placement and offers some practical strategies to help create
a more welcoming and practical inclusive environment. Finally, From
Enrollment to Membership: "Belonging" in Middle and High School reports
findings about membership of students with disabilities in general education,
and points out that friendships and belonging are an important part of an
inclusive environment.
Next, the virtual explosion of the World Wide Web (WWW) and the Internet
has enabled many to exchange information and outreach at a level never
seen before. We highlight some of these resources, especially Internet
mailing lists and web sites. Also included are selected organizations
and projects providing information and services concerning inclusive education.
Finally, a brief listing of current resources on IDEA resources is included.
Since new resources become available almost daily and we have attempted
to focus on some of the newest resources, we are unable to discuss all
of the up-to-date information that is available.
Special thanks to Carol Berrigan, Doug Biklen, Claudia Stockley, Cyndy
Colavita, Debbie Simms, Dianne Apter, Kim Corriveau, Zach Rossetti, Nan
Songer, Pam Walker, Steve Taylor, Julia White and many others for their
comments, insights and contributions to this packet.
Acknowledgement should also be given to Janet Duncan and Kathy Hulgin
for their work on the previous versions of this packet.
References
OSERS. (2001, October 25). IDEA '97: The Individuals with Disabilities
Education Act Amendments of 1997 [Web site]. Available: http://www.ed.gov/offices/OSERS/IDEA
Twenty-five years of educating children with disabilities: The good news and the work ahead. (2001). Washington, DC: American Youth Policy Forum and Center on Education Policy. Available: http://64.226.111.21/subcats/ydpubs.htm or http://www.ctredpol.org/specialeducation/
TITLE: Creating tomorrow's schools today: Stories of inclusion,
change, & renewal
AUTHORS: Berres, M. S., Ferguson, D. L., Knoblock, P., & Woods, C.
(Eds.)
PUBLICATION INFORMATION: 1996
"Why restructure schools so that children of all abilities can be active and contributing members of their school communities? …the complex process of creating homes within our schools for all children is a worthwhile endeavor, not only for children with disabilities, but for all members of the school community," (p. 1) suggest the authors of this book.New York: Teachers College Press.
This book demonstrates that the groundwork for inclusion is most successful
in general education as a centerpiece of broader school restructuring.
The authors examine several areas that indicate reasons for change, including
the influence of political and social justice, innovative instruction
and curriculum, the school as community, and personal experience. A number
of examples of inclusive school communities are used by the authors to
illustrate the effects of a genuine commitment to a process of change that
could result in schools making equal academic efforts for all children.
TITLE: Schooling without labels: Parents, educators, and inclusive
education
AUTHOR: Biklen, D.
PUBLICATION INFORMATION: 1992
Starting with the question, "is there any place within the culture where integration already exists such that we could study it, learn from it, and apply principles from it to schools and other social settings?" Biklen closely examines the experiences of six families whose children with disabilities are full participants in family life.Philadelphia: Temple University Press.
Using the experiences of these families, Biklen outlines ways people
with disability labels are included and valued in day-to-day settings. However,
contradictions exist between the ways these individuals are constructed
and supported through social policy and practice, and ways they are constructed
and supported in family life. This book illustrates ways the principles
of inclusion can be extended beyond family life to schools, community,
and other social institutions.
TITLE: At the end of the day: Lessons learned in inclusive education
AUTHORS: Grenot-Scheyer, M., Fisher, M., & Staub, D.
PUBLICATION INFORMATION: 2001
At the End of the Day examines lessons learned from implementing inclusive education through examples from students, parents, teachers, and communities.Baltimore: Paul H. Brookes Publishing Co.
The book begins with a conceptual framework for inclusion. Subsequent
chapters contain case studies, including one chapter involving a preschool-age
child just entering into the school system, and one concerning a teenager
preparing to transition out of high school and into whatever lies ahead
in his life. These two chapters are of interest because they represent
opposite ends of a child's journey through the education system. Finally,
the authors recount what worked (and what didn’t) for these children and
look to the future as an opportunity for improvement.
TITLE: Each Belongs
AUTHOR: Hansen, J.
PUBLICATION INFORMATION: n.d.
This book examines the "Each Belongs" program of Hamilton-Wentworth Catholic District School Board in Hamilton, Ontario. The book first details the extensive 30-year history of "Each Belongs," including committee reports, lists of personnel, policy statements, letters and other documents. Hansen then details the "Reality" in a section that contains reflections and experiences on inclusion by parents, teachers, and administrators in the form of letters and essays. The final section, "Reason," discusses why inclusion and the work of "Each Belongs" is important.Toronto: Inclusion Press.
The author notes in his foreword that "Each Belongs must be more than
a slogan" and that this book is not meant to be scholarly but rather a
story of what works, "reflecting the pride and joy of many."
TITLE: Cultural diversity, families and the special education system
AUTHOR: Harry, B.
PUBLICATION INFORMATION: 1992
This book presents the parent perspective on the special education process and offers a broad understanding of some of the cultural issues and disadvantages that come into play when families become involved in the special education system. The book is based on in-depth study of 12 Puerto-Rican American families and their experiences and perspectives related to the educational system.New York: Teachers College Press.
TITLE: Turning points: The story of high school inclusion in New Hampshire
AUTHORS: Jorgensen, C. M., & Tashie, C.
PUBLICATION INFORMATION: 2000
This chapter recounts the story of high school inclusion in New Hampshire and the work of the Institute on Disability (IOD) at the University of New Hampshire.In J. Nisbet & D. Hagner (Eds.), Part of the community: Strategies for including everyone (pp. 131-176). Baltimore: Paul H. Brookes Publishing Co.
The authors begin by recounting the time before any students with disabilities
were included in any general education classes. Next, they provide insight
into the IOD's effectiveness as a change agent by focusing on local schools'
inclusion histories, including both good and bad stories. Finally, the
authors describes the systems change process and strategies for the future.
The authors affirm that "IOD's goal is to learn from the past, respond
to the needs of today's students and families, and build New Hampshire
schools' capacity to be true inclusive communities of learners" (p. 131).
TITLE: The inclusion papers: Strategies to make inclusion work,
A collection of articles from the Centre for Integrated Education and Community
AUTHORS: Pearpoint, J., Forest, M., & Snow, J.
PUBLICATION INFORMATION: 1997 (Third printing)
This collection contains an introduction by Susan and William Stainback, 31 short articles related to school and community inclusion, several reproducible overheads, and a final section about the collection authors. Other authors include Bob Williams, Patrick Mackan and Rosalyn Cormier, Rosemary Deeley (with Pearpoint and Forest), Yves Talbot (also with Pearpoint and Forest), Gary Bunch, and Jim Paladino.Toronto: Inclusion Press.
The collection covers a number of inclusion-related topics and includes
position papers, poetry, illustrations, stories, descriptions of MAPS,
PATHS, and Circles of Support in action, and a wealth of other interesting,
amusing, and helpful information. Although this is the third printing (the
second occurred in 1993), The Inclusion Papers continues
to be timely and relevant to issues currently on the minds of those who
support inclusive schools and communities.
TITLE: Building cultural reciprocity with families: Case studies
in special education
AUTHORS: Harry, B., Kalyanpur, M., & Day, M.
PUBLISHER INFORMATION: 1999
This book is a companion to Culture in Special Education: Building Reciprocal Family-Professional Relationships, and provides case studies of eight families of children with disabilities who are from cultural minorities. The first section outlines the authors' "posture of cultural reciprocity" that was presented as the final section of their previous book. Detailed chapter-length case studies of each family follow, illustrating applications of the posture of cultural reciprocity. The families featured in this book were participants in a four-year research project funded by the US Department of Education and that involved five universities studying "the effective inclusion of children with moderate to severe disabilities into the mainstream of the social life experienced by their peers and families"(p. xii).Baltimore: Paul H. Brookes Publishing Company.
OTHER CASE STUDIES AND STRATEGIES FOR INCLUSION:
Berrigan, C. (1995). Schools in Italy: A national policy made actual.
TASH Newsletter, 20&21(12&1), 24-27.
Cooper, C., Frattura, E., & Keyes, M. W. (2000).
Meeting the needs of ALL abilities: How leaders go beyond inclusion.
Thousand Oaks, CA: Corwin Publishing.
Davern, L., & Schnorr, R. (1991). Public schools welcome students
with disabilities as full members. Children Today, 20(2),
21-25.
Dillon, A. D., Tashie, C., Schuh, M., Jorgensen, C. M., Shapiro-Bernard,
S., Dixon, B., & Nisbet, J. (1993). Treasures: A celebration
of inclusion. Durham, NH: Institute on Disability/UAP, University
of New Hampshire.
Ferguson, D.L., & Meyer, G. (2001, May). Schools on the move:
Stories of urban schools engaged in inclusive journeys of change: Benito
Martinez Elementary School, El Paso, Texas. Denver: National Institute
for Urban School Improvement. Available online: http://www.edc.org/urban/publicat.htm
Ferguson, D., & Meyer, G. (2001, December). Schools on the
move: Stories of urban schools engaged in inclusive journeys of change:
Kepner Middle School, Denver, CO. Denver: National Institute for
Urban School Improvement. Available online: http://www.edc.org/urban/publicat.htm
Ferguson, P., & Blumberg, R. (2001, December).
Schools on the move: Stories of urban schools engaged in inclusive
journeys of change: JC Nalle Elementary School, Washington, D.C.
Denver: National Institute for Urban School Improvement. Available online:
http://www.edc.org/urban/publicat.htm
Fisher, D., Saz, C., & Pumpian, I. (1999). Inclusive high
schools: Learning from contemporary classrooms. Baltimore: Paul
H. Brookes Publishing Co.
Fisher, D., Frey, N., & Sax, C. (2000). Inclusive elementary
schools: Recipes for success. Colorado Springs: PEAK Parent Center,
Inc.
Hammeken, P. A. (2000). Inclusion: 450 strategies for success -
A practical guide for all educators working in inclusionary settings.
Minnetonka, MN: Peytral Publications.
Hartsig, J. C. (1999). There's another school in Littleton.
Fellowship, 65(11-12), 21. Nyack, NY: Fellowship
for Reconciliation.
Inclusion in New York: An inside view. (1994). Syracuse,
NY: Syracuse University.
Kennedy, C. H., & Fisher, D. (2001). Inclusive middle schools.
Baltimore: Paul H. Brookes Publishing Co.
Kingsley, J., & Levitz, M. (1994). Count us in: Growing up
with Down syndrome. San Diego: Harcourt Brace.
Nickels, C. (1996). A gift from Alex - The art of belonging: Strategies
for academic and social inclusion. In L. K. Koegel, R. L. Koegel, &
G. Dunlap (Eds.), Positive behavioral support: Including people with
difficult behavior in the community. Baltimore: Paul H. Brookes
Publishing Co.
Kochhar, C. A., West, L. L., & Taymans, J. M. (2000).
Successful inclusion: Practical strategies for a shared responsibility.
Upper Saddle River, NJ: Merrill Prentice-Hall.
Koegel, L. K., Koegel, R. L. & Dunlap, G. (1996).
Positive behavioral support: Including people with difficult behavior
in the community. Baltimore: Paul H. Brookes Publishing Co.
Mandlawitz, M. (2003, February). A tale of 3 cities: Urban perspectives
on special education. Washington, DC: Center on Education Policy.
Available online: http://www.ctredpol.org/
Payzant, T., & Durkin, P. (2001, April). Districts on the
move: Unified Student Service in Boston Public Schools: Building a continuum
of services through standard-based reform. Denver: National Institute
for Urban School Improvement. Available online: http://www.edc.org/urban/publicat.htm
Pearpoint, J., O’Brien, J., Forest, J., & Forest, M. (1995). PATH:
A workbook for planning positive possible futures. Toronto:
Inclusion Press.
Schnorr, R., Black, & Davern, L. (2000, March). Restructuring high
schools to include all students: Lessons learned. High School Magazine,
7(7), 10-15.
Schnorr, R., Matott, E., & Paetow, M. (2000, January). Building-based
change: One school’s journey toward full inclusion. Middle School
Journal, 31(3), 44-52.
Severson, S. J., & Anderson, K. (1995). Inclusion strategies
for learners with severe disabilities. Minnesota: Practical Press.
Working Forum on Inclusive Schools. (1994). Creating schools
for all our students: What 12 schools have to say. Reston, VA:
Council for Exceptional Children.
TITLE: Negotiating the special education maze: A guide for parents
and teachers (3rd ed.).
AUTHORS: Anderson, W., Chitwood, S., & Hayden, D.
PUBLICATION INFORMATION: 1997
Whether you are a parent who has just been informed your child qualifies for special education services or the parent of an older child already included in the school system, this guide will be helpful in addressing the questions and concerns parents and advocates may have as they begin to face a great deal of confusing information and jargon.Bethesda, MD: Woodbine House.
This revised edition includes current legislation that affects the education
of children with disabilities, including how Section 504 of the Rehabilitation
Act of 1973 can help cover services not covered by IDEA, and how parents
can use the Americans with Disabilities Act (ADA) to benefit their school-aged
children.
Also included is information on the provision of Part H of the Reauthorization of IDEA serving infants and toddlers with disabilities (usually referred to as early intervention), as well as an Appendix that notes the specific changes in IDEA that occurred in 1997.
TITLE: Schooling without labels: Parents, educators, and inclusive
education
AUTHOR: Biklen, D.
PUBLICATION INFORMATION: 1992
Starting with the question, "is there any place within the culture where integration already exists such that we could study it, learn from it, and apply principles from it to schools and other social settings?" Biklen closely examines the experiences of six families whose children with disabilities are full participants in family life.Philadelphia: Temple University Press.
Using the experiences of these families, Biklen outlines ways people
with disability labels are included and valued in day-to-day settings. However,
contradictions exist between the ways these individuals are constructed
and supported through social policy and practice, and ways they are constructed
and supported in family life. This book illustrates ways the principles
of inclusion can be extended beyond family life to schools, community, and
other social institutions.
TITLE: All my life's a circle - Using the tools: Circles, MAPS
& PATHS, New and expanded
AUTHORS: Falvey, M. A., Forest, M., Pearpoint, J., & Rosenberg,
R. L.
PUBLICATION INFORMATION: July, 2000
This manual presents three tools that help individuals with (and without) disabilities build their desired futures. Circles of Support is a method that gathers groups of people together who work to enhance the focus person's social network. It begins with a visual representation of a person's social connections. MAPS, or Making Action Plans, is a tool that helps individuals and their supporters, through a series of eight key questions, create a picture of their desired future and a plan of action to reach that future. PATH, or Planning Alternative Tomorrows with Hope, was developed from MAPS as a planning process that begins with the person's dream and "plans backwards."Toronto: Inclusion Press.
The authors provide detailed descriptions of each step of each method,
and graphic and written examples from related meetings that illustrate
each method. The expanded section contains a video transcript of one of
the author's MAPS meeting, an article by Judith Snow on dreaming a desirable
future, and eleven articles on inclusion, person-centered planning, and
the three featured methods. Discussions of each method and the supporting
materials are presented in a format that is easy to use.
TITLE: Cultural diversity, families and the special education system
AUTHOR: Harry, B.
PUBLICATION INFORMATION: 1992
This book presents the parent perspective on the special education process and offers a broad understanding of some of the cultural issues and disadvantages that come into play when families become involved in the special education system. The book is based on in-depth study of 12 Puerto-Rican American families and their experiences and perspectives related to the educational system.New York: Teachers College Press.
TITLE: When it’s your own child: A report on special education
from the families who use it
AUTHORS: Johnson, J., & Duffett, A., with Farkas, S., & Wilson,
L.
PUBLICATION INFORMATION: 2002
This report recounts the results of a telephone survey with parents of special needs funded by The Annie E. Casey Foundation, The Thomas B. Fordham Foundation, and The 21st Century Schools Project at the Progressive Policy Institute.Public Agenda
6 East 39 Street
New York, NY 10016
(212) 686-6610
Fax: 212-889-3461
http://www.publicagenda.org/
This survey was conducted in an attempt to learn whether or not parents
believe that the special education system, as it is now structured, is
effectively serving them and their children. It was also used to recount
their experiences critiques of special education.
The survey details findings in six categories: Families Who Believe
They Need Help; Caring Teachers, Responsive Schools; Special
Education Today; Mixed Views on Academics and Standards; A
Vocal and Frustrated Minority; and Do Special Education’s Critics
Have a Point.
The authors of this survey wanted to add parents’ perspectives and experiences
to the current debate today concerning the special education system. They
recognize that these perspectives and findings are crucial for policymakers
to have in making their decisions concerning the special education system,
especially the current reauthorization of IDEA.
TITLE: Teaching children with autism: Strategies to enhance communication
and socialization
AUTHOR: Quill, K. A.
PUBLICATION INFORMATION: 1995
This book, edited by Kathleen Quinn, provides educators, students, and families with a framework to think about ongoing efforts to promote communication and socialization for students with autism, and contains case studies in each major section. In describing autism and the unique learning style of many people with autism, Kathleen Quill has included strategies and instructional adaptations for enhancing communication and supporting socialization that are sensitive and sensible. The authors not only look at the communication and socialization of children with autism, but also factor in the complexity of special education systems, parent desires, and professional responsibility.Clifton Park, NY: Delmar Publishers, Inc.
The layout of this book makes it easy to use. There are key terms in
the margins, tables are easy to read, and each chapter has both a summary
and comprehensive support references.
TITLE: Special education mediation: A guide for parents
AUTHORS: The Technical Assistance Alliance for Parent Centers and The
Consortium for Appropriate Dispute Resolution in Special Education (CADRE)
PUBLICATION INFORMATION: n.d.
Mediation is a flexible way to resolve disagreements between schools or early intervention (EI) systems and the parents of children with disabilities. An impartial person, called a mediator, helps parents, educators and service providers to communicate more effectively and develop a written document that contains the details of their agreement.Minneapolis, MN & Eugene, OR: Authors.
Available online:
http://www.directionservice.org/cadre/ParentBooklet.cfm
This brief booklet, intended especially for parents and family members,
provides an overview of the mediation process. Information on the benefits
of mediation and how to prepare for mediation is included.
TITLE: Creating an inclusive school
AUTHORS: Villa, R. A., & Thousand, J. S. (Eds.)
PUBLICATION INFORMATION: 1995
Villa and Thousand have edited a number of books on inclusive education, and this one is a real asset for teachers, parents and members of the community. The first chapter describes the basics of inclusion and presents several perspectives on the meanings of inclusive education. This is followed by a short chapter written by a "regular parent" of a child in school, who documents his conversation with his son who notices a peer with a disability being removed from his classroom. An historical perspective of inclusive education is also given, as well as a description of the philosophy and rationale for creating inclusive schools.Association for Supervision and Curriculum Development
1250 N. Pitt Street
Alexandria, VA 22314
http://www.ascd.org
This book contains several interesting chapters written by parents and
teachers of children with disabilities that bring the philosophy described
by the professionals to life. In addition, the chapter by a person with
a disability presents an important but often overlooked perspective. There
are several chapters on adapting curriculum to the needs of all students
and planning for change to an inclusive school. A chapter outlining questions
that teachers, administrators and parents may have on creating an inclusive
school is also included, and the authors share advice and resources related
to this topic.
TITLE: Wrightslaw: Special education law
AUTHORS: Wright, P. W. D., & Wright, P. D.
PUBLICATION INFORMATION: 1999
Hartfield, VA: Harbor House Law Press, Inc.
This book serves as a resource for the parents, educators, advocates and
attorneys who are advocating for children with disabilities to help them
fully understand the regulations, laws, requirements and many other details
related to the right of all children to a free and appropriate education.
Included are texts of key laws and regulations with commentary and analysis
that are of tremendous benefit because they are not bogged down with jargon.
Sections are divided into law and special education law, special education
and the Individuals with Disabilities Education Act of 1997, civil rights
and discrimination, records and confidentiality, and case law.
TITLE: From emotions to advocacy: The special education survival
guide
AUTHORS: Wright, P., & Wright, P.
PUBLICATION INFORMATION: 2002
Hartfield, VA: Harbor House Law Press, Inc.
From Emotions to Advocacy (or "FETA" in the authors' term)
seeks to guide parents in the process of advocating for their child with
a disability. This book helps to make the mountains of forms, meetings,
regulars and other things more manageable by providing strategies and suggestions
to parents. Sample letters and forms are included, as well as glossaries
and contacts to assist parents to fully understand and plan the advocacy
process. The authors have also developed an extensive companion web site
(www.feta.com) referred to continually
throughout the text that contains web links to related sites.
TITLE: Your child's IEP: Practical and legal guidance for parents
AUTHORS: Wright, P. D., & Wright, P. W. D.
PUBLICATION INFORMATION: (1999).
Available online: http://www.wrightslaw.com/advoc/articles/iep_guidance.html
This article was written specifically for parents to help guide them through
IEP meetings. The authors emphasize the importance of a parent's role in
the education of their child and explains the IEP process in a way that
uses less educational and legal jargon.
OTHER RESOURCES FOR PARENTS AND FAMILIES
Cooper, C., Frattura, E., & Keyes, M. W. (2000). Meeting the
needs of students of ALL abilities: How leaders go beyond inclusion.
Thousand Oaks, CA: Corwin Publishing.
Gruskin, S., & Silverman, K., with Bright, V. (1997, April). Including
your child. Washington, DC: U.S. Department of Education, Office
of Educational Research and Improvement. Available online: http://www.ed.gov/pubs/parents/Including
Jorgensen, C. M. (1998). Restructuring high school for all students:
Taking inclusion to the next level. Baltimore: Paul H. Brookes
Publishing Co.
NICHCY News Digest: Planning for inclusion, 5(1). (1995,
June). Washington, DC: Author. Available online: http://nichcy.org/pubs/newsdig/nd24.htm
Moore, L. O. (2000). Inclusion: A practical guide for parents –
Tools to enhance your child’s learning. Minnetonka, MN: Peytral
Publications.
Lehr, S. (1995). Supporting families: Accepting families as they are.
Network, 4(3), 46-51.
PACER Center, Inc. (1999). Understanding the special education process:
An overview for parents. Minneapolis: Author. Available online: http://www.fape.org/pubs/FAPE-10%20Understanding%20Process.pdf
(also available in Spanish, Somali, and Hmong)
Ryndak, D. L., Downing, J. E., Jacqueline, L. R., & Morrison, A.
P. (1995). Parents’ perceptions after inclusion of their children with moderate
or severe disabilities. JASH, 20(2), 147-157.
Rebhorn, T., & Takemoto, C. (1995). Unlocking the door: A parent’s
guide to inclusive education. Reston, VA: Parent Educational Advocacy
Training Center.
Reyler, A. B., & Buswell, B. E. (2001). Individual education
plan: Involved effective parents. Colorado Springs: PEAK Parent
Center, Inc.
Tidwell, N. R. (2002). One child at a time: A parent handbook and
resource directory for African American families with children who learn
differently. Columbus, OH: National Association for the Education
of African American Children with Learning Disabilities. Available online:
http://www.charityadvantage.com/aacld
TITLE: Twenty-five years of educating students with disabilities:
The good news and the work ahead
AUTHORS: American Youth Policy Forum and Center on Educational Policy
PUBLICATION INFORMATION: 2002
Available online: http://www.aypf.org/publications/special_ed/Special_Ed.pdf or http://www.ctredpol.org/specialeducation/25yearseducatingchildren.pdf
This report provides detailed information reviewed by the American Youth
Policy Forum and the Center on Education Policy on how far we've come in
educating children with disabilities. Using a variety of statistics, the
results, broadly summarized, state that after 25 years, much progress has
been made, but there is still a lot of work to be done. This report hopes
to usher in another 25 years of progressive educational policies and practices.
TITLE: Negotiating the special education maze: A guide for parents
and teachers (3rd ed.).
AUTHORS: Anderson, W., Chitwood, S., & Hayden, D.
PUBLICATION INFORMATION: 1997
Whether you are a parent who has just been informed your child qualifies for special education services or the parent of an older child already included in the school system, this guide will be helpful in addressing the questions and concerns parents and advocates may have as they begin to face a great deal of confusing information and jargon.Bethesda, MD: Woodbine House.
This revised edition includes current legislation that affects the education
of children with disabilities, including how Section 504 of the Rehabilitation
Act of 1973 can help cover services not covered by IDEA, and how parents
can use the Americans with Disabilities Act (ADA) to benefit their school-aged
children.
Also included is information on the provision of Part H of the Reauthorization
of IDEA serving infants and toddlers with disabilities (usually referred
to as early intervention), as well as an Appendix that notes the specific
changes in IDEA that occurred in 1997.
TITLE: Achieving the complete school: Strategies for effective mainstreaming
AUTHOR: Biklen, D.
PUBLICATION INFORMATION: 1985
New York: Teachers College Press.
This is one of the earliest books to clearly examine principles and strategies
for successful inclusion of students into regular classrooms in neighborhood
schools. Separate chapters address the roles of several different team
participants (district special education administrator, school building
principal, teacher, and parents) and illustrates ways that each group becomes
"more effective when it understands the basic nature of the other groups'
roles." Co-authors of specific chapters include Robert Bogdan, Stanford
J. Searl, Jr., Steven J. Taylor, and Dianne Ferguson.
Areas examined include not only special education/regular education issues,
such as principles for curriculum planning, but also the basic aspects
of organization and change that make inclusion work. Case studies illustrate
the complexities involved in inclusion, the relationship of the process
to the culture of schools, and the many critical issues affecting the integration
of special and regular education.
Based on the experiences of scores of administrators, teachers, and parents,
the material in Achieving the Complete School was drawn from
two extensive studies funded by the National Institute of Education and
the U.S. Department of Education carried out simultaneously over three years.
Achieving the Complete School continues to be a classic text
concerning inclusive education.
TITLE: A timely IDEA: Rethinking federal education programs for
children with disabilities
AUTHOR: Center on Education Policy
PUBLICATION INFORMATION: 2002
The Center on Education Policy asked three experts in special education to advise on whether and how IDEA should be changed. These three, Tom Hehir, Lawrence Gloeckler, and Margaret McLaughlin, first profess different attitudes about changing IDEA and the extent of such changes, but they also agree on larger issues facing special education and propose common solutions. The common problems all identify and address are: (1) academic improvement; (2) paperwork and complexity; and (3) funding. Other problems are briefly discussed (i.e., overrepresentation of minorities in special education, discipline issues, etc.) and solutions for those are suggested.Washington, DC: Center on Education Policy.
Available online at: http://www.cep-dc.org/specialeducation/timelyidea2002.pdf or http://www.cep-dc.org/specialeducation/timelyidea2002.htm
TITLE: Rethinking special education for a new century
AUTHORS: Finn, C. E., Rotherham, A. J, & Hokanson, Jr., C. R. (Eds.).
PUBLICATION INFORMATION: May, 2001
Washington, DC: Thomas B. Fordham Foundation and the Progressive Policy Institute.
This is a large volume of essays that seeks to reform special education by recognizing problems occurring in special education over the years, analyzing their causes, and suggesting a range of possible solutions. The editors created this volume to stimulate discussion and debate for the reauthorization of IDEA in 2002. This volume addresses the progress of IDEA over the past 25 years, but reminds readers that there are still things that need to change. The editors indicate particular policy failures that need attention, and offer specific principles for reform. The volume is divided into three sections: Special Education History and Issues; Special Education in Practice; and Moving Forward . Also included are chapter highlights and a Foreword by Madeline Will, former Assistant Secretary of the Office of Special Education Services, U.S. Department of Education.
TITLE: A guide to the Individualized Education Program
AUTHORS: Küpper, L. (Ed.).
PUBLICATION INFORMATION: July, 2000
Jessup, MD: ED Pubs.
Available online: http://www.ed.gov/offices/OSERS/OSEP/Products/IEP_Guide/
Developed by the U.S. Department of Education with the assistance of the
National Information Center for Children and Youth with Disabilities (NICHCY),
this guide explains the IEP process for parents, teachers, and others.
The following topics are briefly discussed in defining and explaining the
IEP process: The Basic Special Education Process Under IDEA; The
Contents Of An IEP; The IEP Team Members; Writing The IEP;
Deciding Placement; After The IEP Is Written; Implementing
The IEP; Reviewing And Revising The IEP; What If Parents
Don’t Agree With The IEP; and a Summary. Of interest are some
subtopics, included in separate boxes throughout the guide, that consider
things such as how IEPs differ from state-to-state, and discussions of related
services. A sample IEP form with annotations from the regulations is included,
as well as a list of resources and an attachment presenting the IDEA regulations
for IEPs.
TITLE: Alternate assessment: Measuring outcomes and supports for
students with disabilities
AUTHORS: Kleinert, H. L., & Farmer Kearns, J., with invited contributors
PUBLICATION INFORMATION: 2001
Baltimore: Paul H. Brookes Publishing Co.
IDEA '97 has required that states develop alternative assessments for
students who cannot participate in large-scale, general assessments, even
with accommodations (p. 9). Assessments are crucial in determining how students
demonstrate what they know and can do, and the authors seek to help raise
standards and expectations for all students. This book begins by discussing
the broad historical development of alternative assessments and essential
questions that guide their development. Authors consider alternate assessments
from the perspective of teachers, students, and families. Other topics include:
Finally, the authors present research findings on a core set of criteria
that should be used to evaluate alternate assessment, teachers' perceptions
of alternate assessments, and what is known to date about the impact of
alternate assessment. The authors note that there are topics regarding alternate
assessment that they do not discuss, those of which are mainly related
to policy, especially since the issues of alternate assessment related to
policy are ongoing and emergent and the answers are very state-specific.
TITLE: All kids count: Including students with disabilities in statewide
assessment programs
AUTHORS: Landau, J. K., Vohs, J. R., & Romano, C. A.
PUBLICATION INFORMATION: 1998
PEER Project
Federation for Children with Special Needs
95 Berkeley Street, Suite 104
Boston, MA 02116
This monograph serves as a basic primer concerning the participation of students with disabilities in statewide assessment systems. It reports results of a state-by-state survey conducted by the Parents Engaged in Education Reform (PEER) Project. Statewide assessments are of great significance to students with disabilities because they hold schools accountable for the education of all students, and this importance has been reaffirmed by the signing of the IDEA Amendments in 1997 that requires the inclusion of all students in assessments. Assessments quite often are the start of efforts to improve education and the participation of students with disabilities is needed for them to be of any benefit. Contents of this report include an Executive Summary; survey results and state profiles; a discussion of key issues regarding implementation and policy related to statewide assessment; samples of accommodations; an information brief on the issues of statewide assessment and reform; a glossary of terms; and contact information for state education departments and parents centers.
TITLE: Individuals with Disabilities Education Act Reauthorization:
Where do we really stand?
AUTHOR: National Council on Disability
PUBLICATION INFORMATION: July, 2002
Available online: http://www.ncd.gov/newsroom/publications/synthesis_07-05-02.html or
http://www.ncd.gov/newsroom/publications/pdf/synthesis_07-05-02.pdf
This report discusses four areas of concern to the implementation of IDEA: eligibility and over-representation of racial and ethnic minorities; funding; monitoring and enforcement; and discipline. This paper reviews two years of public proceedings and provides statements from public meetings, summaries of issues, and questions related to each of the four areas of concern.
TITLE: Whole school success and inclusive education: Building
partnerships for learning, achievement, and accountability
AUTHOR: Sailor, W. (Ed.).
PUBLICATION INFORMATION: 2002
New York: Teachers College Press.
This book discusses inclusion of students with disabilities with a particular
emphasis on entire (or "whole") school improvement, and themes concerning
the commonalties between the services and supports that schools may provide
and those provided and improved upon by communities and society at large.
The book is divided into four parts. Part I focuses on inclusion and forming
partnerships from a public policy standpoint. Part II examines the formation
the collaborative partnerships, especially in terms of helping families,
the future of integrating services, and the transition from school to work.
Part III focuses on inclusive teaching practices, including supports for
regular and special educators, paraprofessionals, and other service personnel.
Finally, Part IV discusses the future of collaboration, especially in terms
of financing inclusive education and in teacher preparation.
AUTHORS: U.S. Government Printing Office.
Washington, DC: GAO.
Available online: http://www.gao.gov/archive/2000/he00020.pdf
The Individuals With Disabilities Education Act and Medicaid have the
potential to offer various services and equipment that can be critical to
the educational development and physical well-being of children with disabilities.
In 1999, while the Act provided school districts with $4.3 billion to help
make special education and related services available to all students with
disabilities, some of the costs of services provided to poor children under
the act could have been covered by Medicaid. Although Medicaid is traditionally
the payer of last resort for health care services, since 1988 Medicaid has
been required to reimburse for medically necessary services provided to
eligible children under the IDEA. It is required to coordinate IDEA with
other federal programs, such as Medicaid, to finance and deliver services
to children with disabilities. However, because the boundaries of operation
for the act and Medicare are unclear, concerns have arisen about coordination
between these two programs. This report (1) describes how Medicaid and IDEA
interact to meet the needs of poor school-aged children with disabilities
and (2) identifies issues that have arisen in coordinating services provided
by Medicare and IDEA in schools.
OTHER POLICY RESOURCES:
Cooper, C., Frattura, E., & Keyes, M. W. (2000). Meeting the
needs of students of ALL abilities: How leaders go beyond inclusion.
Thousand Oaks, CA: Corwin Publishing.
Gryphon, M., & Salisbury, D. (2002). Escaping IDEA: Freeing
parents, teachers, and students through deregulation and choice [Cato
Policy Analysis No. 444]. Washington, DC: The Cato Institute. Available
online: http://www.cato.org/pubs/pas/pa-444es.html
Hayes, N. (2000). Section 504: It is not "unfounded" special education.
Seattle: New Horizons for Learning. Available online: http://www.newhorizons.org/spneeds/inclusion/law/hayes3.htm
Lipsky, D. K., & Gartner, A. (1997). Inclusion and school reform:
Transforming America’s classrooms. Baltimore: Paul H. Brookes
Publishing Co.
Martin, R. (1991). Extraordinary children, ordinary lives: Stories
behind special education case law. Champaign, IL: Research Press.
McDonnell, L. M., McLaughlin, M. J., & Morison, P. (Eds.). (1997).
Educating one and all: Students with disabilities and standards-based
reform. Washington, DC: National Academy Press. Available online:
http://www.nap.edu/
National Information Center for Children and Youth with Disabilities.
(1999, September). NICHCY Briefing Paper LG2: Individualized education
programs (4th ed). Washington, DC: Author. Available online: http://www.nichcy.org/pubs/otherpub/lg2.htm
Office of Special Education and Rehabilitative Services, U.S. Department
of Education. (2000, July).
A guide to the Individualized Education Program. Washington,
DC: Author. Available online: http://www.ed.gov/offices/OSERS/OSEP/IEP_Guide/
Paul, J. L., Berger, N. H., Osnes, P. G., Martinez, Y. G., & Morse,
W. C. (Eds.). (1997). Ethics and decision making in local schools:
Inclusion, policy, and reform. Baltimore: Paul H. Brookes Publishing
Co.
PEAK Parent Center & San Diego State University. (2001). The
IEP: A tool for realizing possibilities [Video]. Colorado Springs:
Author.
PEAK Parent Center & San Diego State University. (2001). El
IEP: Un instrumento valioso para realizar las posibilidade [Video].
Colorado Springs: Author.
People For The American Way & Disability Rights Education & Defense
Fund. (2003). Jeopardizing a legacy: A closer look at IDEA and Florida's
disability voucher program.
Washington, DC & Berkeley, CA: Authors. Available online: http://www.pfaw.org/pfaw/general/default.aspx?oid=9063
Peterson, M. (2000, April). Whole schooling: Linking inclusive education
to school renewal. TASH Newsletter, 26(4),10-12.
President's Commission on Excellence in Special Education (PCESE) (2001,
July). A new era: Revitalizing special education for children and
their families. Washington, DC: U.S. Department of Education. Available
online: http://www.ed.gov/inits/commissionsboards/whspecialeducation/index.html
Seyler, A. B., & Buswell, B. E. (2001). Individual education
plan: Involved effective parents. Colorado Springs: PEAK Parent
Center, Inc.
Shapiro, S., Tashie, C., Dillon, A. D., Schuh, M., Jorgensen, C. M.,
Dixon, B., & Nisbet, J. (1993).
The lighter side of IEPs. Durham, NH: Institute on
Disability/UAP, University of New Hampshire.
Turnbull, H. R., & Turnbull, A. (2000). Free appropriate public education: The law and children with disabilities (6th ed.). Denver: Love Publishing Company.
AUTHORS: Daniels, E. R., & Stafford, K.
PUBLICATION INFORMATION: 1999
Washington, DC: Children's Resources International, in partnership with The Open Society Institute.
Developed as part of the Step by Step Program, this manual has been created for those designing and implementing inclusive programs for young children (three to six). This manual presents the stories of three young children that are based on the real life experiences of children, their parents, and their teachers. The manual is divided into three sections: Creating Inclusive Classrooms; Meeting Individual Needs; and Facilitating Learning in Inclusive Classrooms .
TITLE: Teaching our youngest: A guide for preschool teachers and child care and family providers
AUTHORS: Early Childhood-Head Start Task Force
PUBLICATION INFORMATION: 2002
Washington, DC: U.S. Department of Education & U.S. Department of Health and Human Services.
Describing experiences that promote childhood learning from birth through age five, this booklet for preschool teachers and child care providers draws from research to discuss ways to help children to develop their language abilities, become familiar with books and other printed materials, learn letters and sounds, recognize numbers, and learn to count.
TITLE: Adapting curriculum & instruction in inclusive early childhood classrooms
AUTHORS: Frazeur-Cross, A., & Dixon, S. D.
PUBLICATION INFORMATION: 1997
Bloomington, IN: Indiana University, Center for Innovative Practices for Young Children.
This manual is very similar to the manual in inclusive classrooms (see section on page 36 of this annotated bibliography), except that it focuses on inclusive settings for children with disabilities in preschool settings. The authors provide conceptual models and a range of activities, ideas, and samples to help teachers create welcoming, inclusive preschool classrooms, and encourage teachers to apply their own professional knowledge and skills to make adaptations that work for every student.
TITLE: Welcoming all children: Creating inclusive child care
AUTHORS: Freeman, T., Hutter-Pishgahi, L., & Traub, E.
PUBLICATION INFORMATION: 2000
Bloomington, IN & Indianapolis, IN: Early Childhood Center, Indiana Institute on Disability and Community, Indiana University-Bloomington & The Indiana Parent Information Network, Inc. (IPIN).
This booklet presents child care providers with information that will
help them support inclusive child care. It is divided into the following
sections: Benefits of Inclusive Child Care (benefits for children
and families, child care professionals, and the community); Inclusive
Practices (what you can do to be more inclusive); Preparing for a
New Child (learning about the needs of kids with disabilities); Using
Your Creativity (using child development knowledge and creativity to
accommodate children with individual needs); Bringing in the Team
(getting help to achieve success); and Additional Resources (including
national organizations, libraries and publishers, funding for other resources
and the Internet). Welcoming All Children is a valuable
resource for child care providers and others that emphasizes children, families,
child care providers and the community are all rewarded by supporting inclusion.
A 25-minute companion video is also available.
TITLE: Sourcebook for teaching assistants in early childhood education
AUTHOR: Shelton, G. (Ed.).
PUBLICATION INFORMATION: 1996
Center for Disability Information and Referral (CeDIR)
Institute for the Study of Developmental Disabilities
The University Affiliated Program of Indiana
Indiana University-Bloomington
2853 East Tenth Street
Bloomington, IN 47408-2601
This manual was created for paraprofessionals to gain the skills required
for working effectively with students, families, and other school personnel.
While this guidebook has been created primarily for use in college courses
on early childhood education, it is also valuable as a staff development
resource. Chapters include: The "I" Team; Family/School Partnership:
a Parent's Perspective; Quality Early Childhood Programs; Confidentiality;
Children's Development Birth Through Age Six; Behavior Guidance
Through Positive Programming; The Development of Social Interaction
Skills; Cognitive Development; Enhancing Communication Skills;
Motor Development; and Overview of Self-Care Skills. There
are also appendices including several fact sheets on disabilities.
TITLE: IDEA requirements for preschoolers with disabilities: Challenging
behaviors
AUTHORS: Walsh, S., Smith, B. J., & Taylor, R. C.
PUBLICATION INFORMATION: 2000, September
Reston, VA: The Council for Exceptional Children.
Available online: http://www.ideapractices.org/resources/files/PreschoolersChallengingBehavior.pdf
This document is an excerpt from the guide, IDEA Requirements for
Preschoolers with Disabilities: IDEA Early Childhood Policy and Practice
Guide. Produced by the Division for Early Childhood (DEC), a division
of The Council for Exceptional Children, and supported by the ASPIIRE IDEA
Partnership Project, this excerpt focuses specifically on questions related
to young children with disabilities who display challenging behaviors in
a variety of early childhood settings. The guide addresses IDEA '97 discipline
provisions under Part B as they relate to children ages 3 through 5 years
old and their families. The document is formatted in a Q & A format,
and can be used as a stand-alone resource or in combination with other
materials.
Cavallaro, C. C., & Haney, M. (1999). Preschool inclusion.
Baltimore: Paul H. Brookes Publishing Co.
Chandler, P. A. (1994). A place for me: Including children with
special needs in early care and education settings. Washington,
DC: National Association for the Education of Young Children (NAEYC).
Child care in the neighborhood. (1995). San Antonio, TX:
Communication Skill Builders.
Janko, S., & Porter, A. (1997, March). Portraits of inclusion
through the eyes of children, families, and educators. Seattle:
The Early Childhood Research Institute on Inclusion. Available online:
http://www.newhorizons.org/spneeds/inclusion/portraits_of_inclusion/front_poi.htm
Moore, L. O. (1997). Inclusion: Strategies for working with young
children - A resource guide for teachers, childcare providers, and parents.
Minnetonka, MN: Peytral Publications, Inc.
Nelson, D., & Dillon, A. (1996). Preschool: Benefits are forever.
Durham, NH: Institute on Disability/UAP, University of New Hampshire.
O’Brien, M. (1997). Inclusive child care for infants and toddlers:
Meeting individual and special needs. Baltimore: Paul H. Brookes
Publishing Co.
Sandall, S. R., & Schwartz, I. S., with Joseph, G. E., Chou, H.,
Horn, E. M., Lieberr, J., Odu, S. L., & Wolery, R. (2002). Building
blocks for teaching preschoolers with special needs. Baltimore:
Paul H. Brookes Publishing Co.
Soodak, L. C., & Erwin, E. (2000). Valued members or tolerated participant:
Parents’ experiences in inclusive early childhood settings. JASH,
25(1), 29-4.
Van den Pol, R., Guidry, J., & Keeley, B. (Eds.). (1995). Creating
the inclusive preschool: Strategies for a successful program. San
Antonio, TX: Communication Skill Builders.
Wolery, M., & Wilbers, J. S. (Eds.). (1994). Including children
with special needs in early childhood programs. Washington, DC:
National Association for the Education of Young Children (NAEYC).
TITLE: Constructing inclusion: Lessons from critical, disability narratives
AUTHOR: Biklen, D.
PUBLICATION INFORMATION: 2000
International Journal of Inclusive Education, 4(4), 337-353.
Drawing from critical disability narratives, including disability studies
works, autobiographies and school age students' commentaries, the author
discusses how school inclusion might be expanded to reflect disability voices.
The analysis focuses on inclusion primarily as it concerns students with developmental
disabilities such as autism, cerebral palsy, and Down syndrome, and addresses
how, in light of lessons from critical disability narratives, students with
these disabilities might experience fuller academic as well as social inclusion.
Four themes drawn from disability narratives are discussed: (1) resisting
static understandings of disability; (2) creating and finding contexts for
experiencing competence; (3) learning to recognize and resist normate narratives
of disability; and (4) honoring the experience of disability. The paper suggests
a series of assumptions and principles for practicing inclusion that arguably
can be derived from critical disability narratives.
TITLE: Inclusion: Recent research
AUTHORS: Bunch, G., & Valeo, A.
PUBLICATION INFORMATION: 1997
Toronto, Ontario: Inclusion Press.
The authors review available literature that discusses benefits of inclusive
education, and those that discuss strategies that support the education
of all students in the general classroom. The book's 12 chapters include
articles on teacher attitudes, children and parent attitudes, socialization,
academics, behavior, paraprofessionals, models of inclusive education, collaboration,
instructional strategies, and the authors' final thoughts. Each research
article is summarized, and Bunch and Valeo provide a "final word" to each
that points to elements of particular interest within each study. The authors
clearly state that their intent in compiling this book is not to debate
the merits of inclusive education; rather, they focus on research that helps
further inclusion as, in the authors' words, "sound educational practice."
TITLE: The foundations of inclusive education: A compendium of
articles on effective strategies to achieve inclusive education
AUTHORS: Fisher, D., & Ryndak, D. L. (Eds.)
PUBLICATION INFORMATION: 2001
TASH
29 West Susquehanna Avenue, Suite 210
Baltimore, MD, 21204
This book, a series of articles originally published in the Journal
of The Association for Persons with Severe Handicaps (JASH),
address issues related to the inclusion of students with disabilities in
typical classrooms. A foreword by Steven J. Taylor introduces the philosophical
underpinnings that inform inclusive education, and makes a case for the
need for research that informs practice and for clearer descriptions of
inclusive practices. The book is divided into four sections, each containing
a number of related articles:
NOTE: There is now a second edition available. Please visit www.tash.org for more information.
TITLE: Inclusive schooling practices: Pedagogical and research foundations
AUTHORS: McGregor, G., & Vogelsang, R. T.
PUBLICATION INFORMATION: 1998, February
Baltimore: Paul H. Brookes Publishing Co.
This monograph summarizes a variety of literature about promising practices
in including students with disabilities. This information is divided into
three sections: Inclusion in the Age of School Restructuring; Educational
Structures and Practices that Support Diversity; and Research About
Inclusive Schooling Practices. There is an extensive reference list
and appendices on district and federal court decisions about inclusion (both
for and against inclusion) and research study tables that detail documented
outcomes for students with disabilities in inclusive settings.
TITLE: Working towards inclusive education: Social contexts
AUTHOR: Mittler, P.
PUBLISHER INFORMATION: 2000
London : David Fulton Publishers Ltd.
In his introduction, Mittler states "[i]nclusion is not about placing
children in mainstream schools. It is about changing schools to make them
more responsive to the needs of all children" (p. vii). He places education,
and inclusion, in the wider context of the values and attitudes of the society
in which they occur. He identifies the underlying theme in his book as "the
pervasive influence of poverty and social disadvantage as forces of exclusion"
(p. ix), and seeks to take an international perspective on the development
of inclusive practices in education, although much of his discussion is grounded
in laws and practices in the UK. The eleven chapters are as follows: From
Exclusion to Inclusion, Global Dimensions, The Early Years
(about children under age 5), Social Exclusion, Can Schools Prevent
Learning Difficulties, Towards Inclusive Policies, Curriculum
and Assessment, Towards Inclusive Practice, Preparing All
Teachers to Teach All Pupils, Parents and Teachers, and Into
the Future: Tensions and Dilemmas.
TITLE: Double jeopardy: Addressing gender equity in special education
AUTHORS: Rousso, H., & Wehmeyer, M. L.
PUBLICATION INFORMATION: 2001
Albany, NY: SUNY Press.
This book addresses in-depth the discrimination that girls and women with
disabilities face in education. The book is organized into four sections.
The first section provides an overview of the issues pertaining to gender
and disability at a societal level. The second addresses gender equity issues
affecting the education of all students. The third focuses on the existing
knowledge of gender issues uniquely related to the education of students
with disabilities or to students receiving special education services &
supports; also described are some innovative programs for girls and/or youth
with disabilities that promote equity. The final section summarizes the key
findings and makes recommendations for the future. The book and its contributors
hope to enable educators and others to identify the biases of gender and disability
and to develop tools and strategies to develop gender equitable education.
TITLE: Deconstructing special education and constructing inclusion
AUTHORS: Thomas, G., & Loxley, A.
PUBLICATION INFORMATION: 2001
Buckingham: Open University Press.
This book is one in a series of six books that examine the political,
social, psychological, and educational contexts in which the practice of
inclusive education is embedded. In this volume, the authors identify and
critique the intellectual schemas and historical roots upon which the practice
of special education was built. They examine the ways that special education
theory and knowledge were formed and legitimized, and critique the concepts
of a child's "need," of failure, and of the construction and management
of difference in special education. Chapter 6 begins a discussion of the
changes in values in state welfare policy (in the United Kingdom), the ways
that policy is translated and reflected in school practices, and the problems
of conflicting layers of policy and the many layers of interpretation through
which such policies pass. Chapter 7 makes an argument that current political
and economic thinking, more so than more traditional psychological and sociological
origins, have recently converged to support the cause for inclusion. They
argue that inclusion is more about a comprehensive ideal in education, and
an attention to rights, than a concern for children's supposed "needs."
TITLE: Teaching self-determination to students with disabilities:
Basic skills for successful transition
AUTHORS: Wehmeyer, M.S., Agran, M., & Hughes, C.
PUBLICATION INFORMATION: 1998
Baltimore, MD: Paul H. Brookes Publishing Company.
The authors of this book characterize self-determined behavior as behavior
that is autonomous, self-regulated, psychologically empowered, and self-realizing
(p. 7), and make a strong case for the inclusion of self-determination skills
in the educational programs of students with disabilities. The book is divided
into five sections of three chapters each and ends with a summary and conclusion
chapter. Each chapter begins with a list of expected outcomes for the reader
and a list of key terms, and ends with questions for review an extensive
reference list. In each chapter, the authors ground their topics in the existing
research literature before providing specific strategies or training formats
for these topic areas. The book sections are as follows:
The authors draw heavily from published research and pre-existing methods
to present and develop their ideas, and provide reference lists at the end
of each chapter that allow the reader to easily find original sources. This
makes the text useful to researchers as well as to those interested in applying
the concepts outlined in the book.
TITLE: Teaching students with mental retardation: Providing access
to the general curriculum
AUTHORS: Wehmeyer, M. L., with Sands, D. J., Knowlton, H. E., & Kozelski,
E. B.
PUBLICATION INFORMATION: 2002
Baltimore: Paul H. Brookes Publishing Co.
This textbook is intended for the training of general and special educators
of students with mental retardation labels and other academic support needs,
but is also of value to researchers or other professionals. In the preface,
the authors state that the foundation of this text is values-based, issues-oriented,
and practice-oriented:
Ballard, K. (1999). Inclusive education: International voices on
disability and justice [Studies in Inclusive Education Series].
New York: Falmer Press.
Staub, D. (2000). On point …On inclusion and the other kids: Here's
what research shows so far about inclusion's effect on nondisabled students.
Denver, CO, Eugene, OR, & Newton, MA: National Institute for Urban School
Improvement. Available online: http://www.edc.org/urban/publicat.htm
Vlachou, A. D. (1997). Struggles for inclusive education: An ethnographic
study [Disability, Human Rights and Society]. Buckingham, United
Kingdom: Open University Press.
TITLE: Teaching students in inclusive settings: From theory to
practice
AUTHORS: Bradley, D. F., King-Sears, M. E., & Tessier-Switlick, D.
M.
PUBLICATION INFORMATION: 1997
Boston: Allyn & Bacon.
This textbook provides the historical background and philosophical foundations
for inclusive education, as well as practical information about supporting
students in inclusive classrooms. Several additional authors contribute
to the 14 chapters. Chapters include: a historical orientation, legal foundations
and the role of labels, the change process, collaborative team building,
assessment, team planning, integrated therapies, curriculum modifications
and adaptations, integrating specialized curricula, strategy instruction,
behavior management, classrooms as community, and student support networks.
Each chapter opens with an advance organizer and includes illustrative
stories and a reference list. This book focuses on inclusive practices in
general classrooms and learner characteristics and avoids categorical, one-size-fits-this-label
strategy presentations.
TITLE: Inclusion: How to - Essential classroom strategies
AUTHOR: Bunch, G.
PUBLICATION INFORMATION: 1999
Toronto, Ontario: Inclusion Press.
As the title suggests, this book seeks to explain the inner workings of
the inclusive classroom. The author begins by presenting a short rationale
for inclusion. Additional chapters outline classroom culture, accessible
curriculum, curriculum as social opportunity, Vygotsky and children's learning,
strategies for modifying curriculum, cooperation and collaboration (with
parents, resource teachers, assistants, volunteers, and principals), time,
multiple intelligences, learning styles, the author's thoughts, and a list
of references that the author has found helpful or influential.
TITLE: Kids, disabilities and regular classrooms: An annotated
bibliography of selected children’s literature on disability
AUTHOR: Bunch, G.
PUBLICATION INFORMATION: 1996
Toronto: Inclusion Press.
This annotated bibliography of disability-related literature for use
with elementary and high school students is divided into one general and
eight disability-specific areas. Story-oriented and instructionally oriented
books are grouped by disability area and are further broken down by appropriate
age level. The author includes a brief introduction, a section that discusses
the value of inclusive literature, mini-strategies for classroom use, and
hints for choosing literature.
TITLES: Adapting curriculum and instruction in inclusive classrooms:
A teachers desk reference (2nd ed.) and Adapting curriculum
and instruction in inclusive classrooms: Staff development kit
(2nd ed.)
AUTHORS: Cole, S., Horvath, B., Chapman, C., Deschenes, C., Ebeling,
D. G., & Sprague, J.
PUBLICATION INFORMATION: n.d.
Bloomington, IN: Indiana University, The Center on Education and Lifelong Learning.
The desk reference seeks to assist teachers to face the challenge of teaching
students with diverse needs, especially the need to adapt and differentiate
instruction in order to accommodate students with a range of abilities within
the same classroom. It provides a conceptual model and a range of samples
to help teachers create welcoming, inclusive classrooms with an emphasis
that teachers need to apply their own professional knowledge and skills
in order to make adaptations for every student. The companion staff development
kit is intended for use in concert with the desk reference, to assist teachers
and other personnel in grasping the concepts detailed in the desk reference.
The kit includes transparencies/overheads, activity sheets, and other handouts
detailing the information from the desk reference.
TITLE: Including students with severe and multiple disabilities
in typical classrooms: Practical strategies for teachers (2nd ed.)
AUTHOR: Downing, J. E., with Eichinger, J., & Demchak, M. A.
PUBLICATION INFORMATION: 2002
Baltimore: Paul H. Brookes Publishing Co.
This text addresses the complexity of supporting students with severe
and multiple disabilities in typical classrooms in a step-by step manner.
The authors begin with an overview that grounds the reader in rationale
for, history of, and desired outcomes of including students with severe
and multiple disabilities in general classrooms and curricula. Subsequent
chapters cover information about assessing the most effective ways to support
individual students; supporting preschool, elementary, middle school, and
high school students; the role of peers; working cooperatively, assessing
progress; and a discussion of common concerns about inclusion. Four appendices
at the end of the book give resources for systematic teaching, augmentative
and alternative communication systems and manufacturers, and videotapes on
inclusion. This updated edition addresses newer issues such as the Reauthorization
of IDEA, assessments and student progress, daily scheduling, and coordinating
educational team members.
TITLE: The paraprofessional's guide to the inclusive classroom:
Working as a team (2nd ed.)
AUTHOR: Doyle, M. B.
PUBLICATION INFORMATION: 2002
Baltimore: Paul H. Brookes Publishing Co.
This is the second edition of a workbook created to help paraprofessionals
work together with educators to include students with disabilities. The
author provides introductory information for paraprofessional, general educators,
and special educators to better understand each other's roles and responsibilities
in an inclusive classroom. This workbook includes activities designed to
facilitate teamwork, and there are a variety of blank forms to use in the
Appendix.
TITLE: Inclusive and heterogeneous schooling: Assessment, curriculum,
and instruction
AUTHOR: Falvey, M. A. (Ed.)
PUBLICATION INFORMATION: 1995
Baltimore: Paul H. Brookes Publishing Co.
This text is another wide ranging collection of chapters by a variety
of authors, all with the view of including all children in schools, with
particular emphasis on students with more severe disabilities. The first
few chapters introduce the issues, including a history of services for children
with disabilities, as well as the history of general education. There is
a chapter on collaboration, as well as one on assessment to develop curriculum.
This chapter is followed by several detailed appendices showing examples
of ways to develop curricula for students with severe disabilities. Several
chapters focus on integrating related services into the classroom. A chapter
discusses ways to create a classroom that is supportive of a diverse student
body, as well as ways to help all students develop and maintain friendships.
Of particular interest for some people may be a chapter on inclusive preschool
education.
TITLE: All my life's a circle. Using the tools: Circles, MAPS
& PATHS, New and expanded
AUTHORS: Falvey, M. A., Forest, M., Pearpoint, J., & Rosenberg, R.
L.
PUBLICATION INFORMATION: July, 2000
Toronto: Inclusion Press.
This manual presents three tools that help individuals with (and
without) disabilities build their desired futures. Circles of Support
is a method that gathers groups of people together who work to enhance
the focus person's social network. It begins with a visual representation
of a person's social connections. MAPS, or Making Action Plans, is a tool
that helps individuals and their supporters, through a series of eight key
questions, create a picture of their desired future and a plan of action
to reach that future. PATH, or Planning Alternative Tomorrows with Hope,
was developed from MAPS as a planning process that begins with the person's
dream and "plans backwards."
The authors provide detailed descriptions of each step of each method,
and graphic and written examples from related meetings that illustrate
each method. The expanded section contains a video transcript of one of
the author's MAPS meeting, an article by Judith Snow on dreaming a desirable
future, and eleven articles on inclusion, person-centered planning, and
the three featured methods. Discussions of each method and the supporting
materials are presented in a format that is easy to use.
TITLE: Making a difference: Advocacy competencies for special education
professionals
AUTHOR: Fiedler, C. R.
PUBLISHER INFORMATION: 2000
Boston: Allyn & Bacon.
The author of this book is both a professional and a parent of a child
with a disability. He believes that special educators have a responsibility
to be strong advocates for the rights of children with disabilities and their
families, With this in mind, he details what he believes are essential advocacy
competencies for special education professionals. The book is divided into
five sections, and begins with four brief vignettes designed to present
advocacy issues to be discussed throughout the book. Part I of the book
proposes five arguments for the need for special educators to serve as advocates.
Part II presents three essential advocacy values and attitudes for special
educators: advocacy, ethical, and family support/empowerment. Part III of
the book outlines three knowledge bases necessary for special educators
to understand: knowledge of special education law, knowledge of dispute
resolution techniques, and knowledge of systems change. Part IV presents
five essential advocacy skills, and the final section of the book discusses
desired outcomes of special education advocacy.
TITLE: Including students with special needs: A practical guide
for classroom teachers (2nd ed.)
AUTHORS: Friend, M., & Bursuck, W. D.
PUBLICATION INFORMATION: 1999
Boston: Allyn and Bacon.
This textbook is designed for use in teaching the “adaptations” course
that is often the only required course for pre-service and practicing general
education teachers. The book is organized into three main sections. The
first section addresses the history and foundations of special education
and inclusion. The second provides a framework for thinking about accommodations,
and disability label-specific information. The final section of the book
presents information on assessment, instructional adaptation, and strategies
for independent learning, evaluation, responding to student behavior, and
building social relationships. Each chapter opens with a list of learner
objectives and related vignettes that illustrate issues to be addressed,
and includes case studies, key terms, application activities, marginal annotations,
practical teaching ideas, technology notes, and chapter summaries. This is
a comprehensive text that effectively covers a lot of information and provides
links to numerous additional resources. This textbook comes with a supplemental
package for instructors that includes an Instructor’s Resource Manual and
an Inclusion Video.
TITLE: Quick-guides to inclusion 3: Ideas for educating students with
disabilities
AUTHOR: Giangreco, M. (Ed.) .
PUBLISHING INFORMATION: 2001
Baltimore: Paul H. Brookes Publishing Co.
Available online: http://www.brookespublishing.com/store/books/giangreco-5826/ebook/registration.htm
This e-book is the third in a series designed for educators who want helpful
information but feel they don't have time to read long articles or books.
This book expands on topics addressed in two previous books (offered in
1997 and 1998). It is available for free download in PDF format and is
available as a whole unit or as individual guides on the following topics,
each of which begins with an authors' introduction, is divided into ten
one-page guides, and ends with a selected reference list:
TITLE: Choosing outcomes and accommodations for children (COACH):
A guide to educational planning for students with disabilities
(2nd ed.)
AUTHORS: Giangreco, M. F., Cloninger, C. J., & Salce Iverson, V.
PUBLICATION INFORMATION: 1998
Baltimore: Paul H. Brookes Publishing Co.
This manual is designed for teachers and others to develop a plan to include
all children in their classrooms. The book starts out with a number of values
that form the basis of their planning guide, including the importance of
the child's family in educational planning, and collaborative teamwork.
The first part of the manual discusses setting learning priorities that consider
the context of the child's family. The second section demonstrates translating
these priorities into long- and short-term classroom goals, including the
identification of needed classroom accommodations and supports. The final
section gives step-by-step instructions on implementing plans in an inclusive
classroom. This last section is followed by a thorough list of references,
as well as appendices that contain examples and sample forms referred to
during the three main sections of the manual. Substantially revised in response
to research and consumer feedback, the second edition is more user-friendly,
family oriented, and focused on life outcomes such as social relationships
and participation in typical home, school, and community activities. Also,
COACH forms can now be purchased separately.
TITLE: Building cultural reciprocity with families: Case studies
in special education
AUTHORS: Harry, B.; Kalyanpur, M.; & Day, M.
PUBLISHER INFORMATION: 1999
This book is a companion to Culture in Special Education: Building
Reciprocal Family-Professional Relationships, and provides case
studies of eight families of children with disabilities who are from cultural
minorities. The first section outlines the authors' "posture of cultural
reciprocity" that was presented as the final section of their previous
book. Detailed chapter-length case studies of each family follow, illustrating
applications of the posture of cultural reciprocity. The families featured
in this book were participants in a four-year research project funded by
the US Department of Education and that involved five universities studying
"the effective inclusion of children with moderate to severe disabilities
into the mainstream of the social life experienced by their peers and families"(p.
xii).
TITLE: Culture in special education: Building reciprocal family-professional
relationships
AUTHORS: Kalyanpur, M., & Harry, B.
PUBLISHER INFORMATION: 1999
Baltimore: Paul H. Brookes Publishing Company.
The authors of this book provide a detailed analysis of the social constructions
of disability, special education, and the role of professional expertise
and language in special education and in interactions with parents. They
examine ways that professionals view parenting styles through the lenses
of a variety of cultures and research projects. In the final chapter of the
book, the authors offer four guidelines or "steps" to developing a posture
of cultural reciprocity between professionals and parents that leads to adapting
professional interpretations to the value system of the family. They end
by outlining the experiences of four families of children with disabilities,
providing specific examples of ways that applying the guidelines outlined
earlier in the chapter could have improved the relationship between each
family and group of professionals, and the outcome for the child and his
or her family. This book has the potential to sensitize professionals to
ways that cultural values shape family understandings of disability; however,
the language in the earlier part of the book may be difficult to understand
for those not grounded in the language of sociological theory.
TITLE: Differentiating instruction in the regular classroom: How
to reach and teach all learners, grades 3-12
AUTHOR: Heacox, D.
PUBLICATION INFORMATION: 2002
Minneapolis: Free Spirit Publishing, Inc.
Differentiated instruction involves changing the pace, level, or kind
of instruction based on individual learners’ needs, styles or interests.
Differentiated instruction can also be understood as a way of thinking about
teaching and learning. This book provides a variety of strategies for
differentiating instruction, and is divided into two sections: Getting
Ready and Differentiation in Action. Included throughout are reproducible
forms and other documents. Appendices include a letter to families, resources
for differentiating classroom discussions, and the Content Catalysts Processes
and Products (CCPP) Toolkit, which enables teachers to quickly and effectively
create learning activities that reflect both variety and challenge.
TITLE: Reach them all: Adapting curriculum & instruction
with technology in inclusive classrooms
AUTHORS: Hounshell, M., Irvin, M., Ely, S., Sato, S., Janes, M.B., &
Morrison,
PUBLICATION INFORMATION: April, 1999
Bloomington, IN: Indiana University, Center for Disability Information & Referral and Center on Technology and Instruction.
The authors of this manual recognize the importance of technology
and the possible contributions it can make in improving learning for all
students. The manual is divided into eight sections. A glossary of technology
terms is included as well as a number of resources. While the manual provides
a basic framework to develop new approaches that utilize technology, the
authors encourage the reader to use their professional judgment to determine
the use of technology for specific children.
TITLE: Positive behavioral supports in the classroom: Principles
and practices
AUTHORS: Jackson, L,. & Veeneman Panyan, M.
PUBLICATION INFORMATION: 2002
Baltimore: Paul H. Brookes Publishing Co.
Positive behavioral support can be defined as a perspective on learning
and behavior that supports the provision of educational services to students
with challenging behaviors within school and community settings. In the introduction,
the authors discuss what they believe to be the five basic precepts that
are different in positive behavioral support than other models that deal
with behavioral support:
The book is organized into five sections: The Origins of Positive Behavioral
Support; Understanding and Characterizing the Support Process;
Planning and Assessment for Positive Behavior Support; Positive
Behavior Support Practices and Their Applications; and Positive Behavioral
Supports at the School and Community Levels.
TITLE: Alternate assessment: Measuring outcomes and supports for
students with disabilities
AUTHORS: Kleinert, H. L., & Farmer Kearns, J., with invited contributors
PUBLICATION INFORMATION: 2001
Baltimore: Paul H. Brookes Publishing Co.
IDEA '97 has required that states develop alternative assessments for
students who cannot participate in large-scale, general assessments, even
with accommodations (p. 9). Assessments are crucial in determining how students
demonstrate what they know and can do, and the authors seek to help raise
standards and expectations for all students. This book begins by discussing
the broad historical development of alternative assessments and essential
questions that guide their development. Authors consider alternate assessments
from the perspective of teachers, students, and families. Other topics include:
TITLE: Improving educational outcomes for children with disabilities:
Principles for assessment, program planning, and evaluation
AUTHOR: Kozloff, M. A.
PUBLICATION INFORMATION: 1994
Baltimore: Paul H. Brookes Publishing Co.
"Education can be of great benefit to children with disabilities and their
families. It can bring children into the social world, help them acquire
needed skills, and enable them to enjoy the richness of experience that is
taken for granted by persons without disabilities." However, Kozloff believes,
more often than not the promise of education for children with disabilities
is unfulfilled, and program evaluation is rarely carried out in a manner that
reveals how instruction may be altered to better facilitate progress for
children. In this book the author discusses, through the use of numerous
stories from personal experience, issues regarding program assessment that
include: educational aims, effects of social distance, common human needs,
models of standard behavioral repertoires, socially insensitive assessments,
learning through interactions with environments, families of children with
developmental disabilities, coordinated and empowering programs, interviewing,
and direct observations.
TITLE: Strategies for teaching exceptional children in inclusive
settings
AUTHORS: Meyen, E. L., Vergason, G. A., & Whelan, R. J. (Eds.)
PUBLICATION INFORMATION: 1996
Denver: Love Publishing Co.
This comprehensive text is a useful resource for teachers and others who
are looking for a guide to include all children in an inclusive environment.
There are four basic sections to this book outlining specific strategies
for inclusion. The first section is on curriculum and instruction, and
there are several chapters about collaborating to serve children's diverse
needs. The second section of this book is based on assessing the needs
of all students in an inclusive classroom. The chapters in this section
describe alternatives to traditional classification systems that most
schools currently utilize. While one chapter specifically addresses children
with learning disabilities, the other chapters on assessment are applied
to all students. The third section of this book focuses on classroom management
for teachers in inclusive classrooms. This section does not take the traditional
approach that children's behavior is managed as a euphemism for punishment,
but instead shows how discipline for all students can be built into each
classroom. Of particular interest is a chapter on dispute resolution within
classrooms, where students resolve their own conflicts. The fourth and
final section of the book is on collaboration, which brings together issues
from the other chapters right into the classroom with all school personnel
involved. One chapter focuses particularly on ways special and general
educators can effectively work together. Another chapter explores the issue
of consultation and collaboration in the inclusive classroom.
TITLE: Working towards inclusive education: Social contexts
AUTHOR: Mittler, P.
PUBLISHER INFORMATION: 2000
In his introduction, Mittler states "[i]nclusion is not about placing children in mainstream schools. It is about changing schools to make them more responsive to the needs of all children" (p. vii). He places education, and inclusion, in the wider context of the values and attitudes of the society in which they occur. He identifies the underlying theme in his book as "the pervasive influence of poverty and social disadvantage as forces of exclusion" (p. ix), and seeks to take an international perspective on the development of inclusive practices in education, although much of his discussion is grounded in laws and practices in the UK. The eleven chapters are as follows: From Exclusion to Inclusion, Global Dimensions, The Early Years (about children under age 5), Social Exclusion, Can Schools Prevent Learning Difficulties, Towards Inclusive Policies, Curriculum and Assessment, Towards Inclusive Practice, Preparing All Teachers to Teach All Pupils, Parents and Teachers, and Into the Future: Tensions and Dilemmas.London : David Fulton Publishers Ltd.
TITLE: Cooperative learning and strategies for inclusion: Celebrating
diversity in the classroom (2nd ed.)
AUTHOR: Putnam, J. W. (Ed.)
PUBLICATION INFORMATION: 1998
Baltimore, MD: Paul H. Brookes Publishing Company.
In the book’s introduction, Robert Slavin points out that, while cooperative
learning is a well-researched and popular practice used increasingly to
promote the inclusion of students with disabilities, many teachers do not
attend to the details that lead to effective use of the method. This book
presents a detailed introduction into the foundations of cooperative learning
and provides ideas and specific examples of the application of cooperative
learning strategies in lessons at all grade levels. This edition also broadens
the discussion of classroom diversity to include culture as well as disability,
and introduces new information on multiple intelligences, multilevel instruction,
and computers and cooperative learning. Each chapter presents relevant
findings from research to support each concept presented, and most provide
specific examples to illustrate proposed methods.
TITLE: Teaching children with autism: Strategies to enhance communication
and socialization
AUTHOR: Quill, K. A.
PUBLICATION INFORMATION: 1995
This book, edited by Kathleen Quinn, provides educators, students, and families with a framework to think about ongoing efforts to promote communication and socialization for students with autism, and contains case studies in each major section. In describing autism and the unique learning style of many people with autism, Kathleen Quill has included strategies and instructional adaptations for enhancing communication and supporting socialization that are sensitive and sensible. The authors not only look at the communication and socialization of children with autism, but also factor in the complexity of special education systems, parent desires, and professional responsibility.Clifton Park, NY: Delmar Publishers, Inc.
The layout of this book makes it easy to use. There are key terms in
the margins, tables are easy to read, and each chapter has both a summary
and comprehensive support references.
TITLE: Collaborative teams for students with severe disabilities:
Integrating therapy and educational services
AUTHORS: Rainforth, B., York, J., & Macdonald, C.
PUBLICATION INFORMATION: 1992
Baltimore: Paul H. Brookes Publishing Co.
This book serves as a guide for professionals who work with children with
severe handicaps to employ teamwork in educational settings. The authors
state that as people with severe disabilities are integrated into the community,
so educators must integrate their roles to support children in schools. The
author, all therapists, discuss ways to integrate these kinds of services
into the daily routines of students. The first section of the book provides
a framework for a collaborative model, including philosophical and legal rationales.
An important chapter in this section discusses including parents as a part
of the student's team. The second section discusses the planning stages of
collaboration. The chapters take the reader through collaborative assessment,
designing an educational plan, and curriculum adaptations. Finally, the third
section describes implementation of collaborative education, giving many
specific ideas on how to keep the team working well together.
TITLE: Double jeopardy: Addressing gender equity in special education
AUTHORS: Rousso, H., & Wehmeyer, M. L.
PUBLICATION INFORMATION: 2001
This book addresses in-depth the discrimination that girls and women with disabilities face in education. The book is organized into four sections. The first section provides an overview of the issues pertaining to gender and disability at a societal level. The second addresses gender equity issues affecting the education of all students. The third focuses on the existing knowledge of gender issues uniquely related to the education of students with disabilities or to students receiving special education services & supports; also described are some innovative programs for girls and/or youth with disabilities that promote equity. The final section summarizes the key findings and makes recommendations for the future. The book and its contributors hope to enable educators and others to identify the biases of gender and disability and to develop tools and strategies to develop gender equitable education.Albany, NY: SUNY Press.
TITLE: Integration/inclusion education for students with disabilities
AUTHORS: Rulli, D.,Hurley, J. & Krasner, S.
PUBLICATION INFORMATION: 2002
Middletown, CT: SERC Library.
Available online: http://www.ctserc.org/library/actualbibs/Integration9699.pdf
This is a large bibliography of resources compiled by SERC with funding
from the Connecticut Department of Education. This bibliography has been
updated regularly with several addenda, with the most recent containing resources
from January 2001 to April 2002.
TITLE: Creative inclusive classrooms: Effective and reflective practices
(4th ed.)
AUTHOR: Salend, S. J.
PUBLICATION INFORMATION: 2001
Upper Saddle River, NJ: Merrill Prentice Hall.
This textbook seeks to integrate the perspectives of teachers, students,
and families, and reflecting current research on inclusion into practical
classroom applications. It is organized into four sections. The first section
includes chapters on understanding inclusion (historical foundations, laws,
and impact), understanding diverse educational needs of students with disabilities
(broken into disability-specific areas with generalizations about the characteristics
and learning needs of students in each area), and understanding the diverse
educational needs of learners who challenge schools (students without disability
labels). The second section contains chapters on collaboration, attitudes
and classroom culture, transition into inclusive settings, and fostering
positive classroom behavior strategies. The third section includes four chapters
of strategies related to instructional techniques in general, and to specific
content areas. The final section provides information about evaluating student
progress and program effectiveness. The text includes a case-based tutorial
CD about developing quality IEPs. Chapters begin with classroom vignettes,
and include margin notes that point to additional resources on relevant topics,
and informational boxes about reflecting on teaching practice, ideas for
implementation, and video resources. Additional resources include an instructor's
manual, computerized test bank software, a video library, and a companion
website.
TITLE: Whole school success and inclusive education: Building
partnerships for learning, achievement, and accountability
AUTHOR: Sailor, W. (Ed.).
PUBLICATION INFORMATION: 2002
New York: Teachers College Press.This book discusses inclusion of students with disabilities with a particular emphasis on entire (or "whole") school improvement, and themes concerning the commonalties between the services and supports that schools may provide and those provided and improved upon by communities and society at large. The book is divided into four parts. Part I focuses on inclusion and forming partnerships from a public policy standpoint. Part II examines the formation the collaborative partnerships, especially in terms of helping families, the future of integrating services, and the transition from school to work. Part III focuses on inclusive teaching practices, including supports for regular and special educators, paraprofessionals, and other service personnel. Finally, Part IV discusses the future of collaboration, especially in terms of financing inclusive education and in teacher preparation.
TITLE: Conducting effective conferences with parents of children
with disabilities: A guide for teachers
AUTHOR: Seligman, M.
PUBLICATION INFORMATION: 2000
New York: The Guilford Press.
This book is designed to assist teachers to work together effectively with
parents. It presents the perspectives of parents of children with disabilities,
especially in terms of the ever-changing lives of their children, in order
to help teachers understand their experiences. Seligman recognizes that,
like any parents, parents of children with disabilities are concerned about
the education their child receives, but that the issues they encounter may
be quite different. The author provides conferencing and interviewing tools,
and the book is laid out in sequential topic areas. Chapter topics include
Family Dynamics, Basic Principles of Interviewing, IEPs,
and Working with Challenging Parents. An appendix of resources
for teachers to help parents is included.
TITLE: Curriculum considerations in inclusive classrooms: Facilitating
learning for all students
AUTHORS: Stainback, S., & Stainback, W. (Eds.)
PUBLICATION INFORMATION: 1992
Baltimore: Paul H. Brookes Publishing Co.
This book focuses on adapting the educational curriculum for all students
in regular classrooms, including those with the most severe disabilities.
The first section of the book introduces the concept of inclusive education
and gives some information on implementing classroom inclusion. Another
part provides ideas about designing curriculum appropriate for every student
in an inclusive classroom. The second section of this book contains seven
chapters about adapting curriculum, utilizing adapted curricula the classroom,
and integrating support staff into the classroom. The third section brings
up other issues related to educational curriculum, for example, ways to include
all students in extracurricular activities. and ways to include parents (in
a chapter written by parents).
TITLE: Inclusion: A guide for educators
AUTHORS: Stainback, S., & Stainback, W. (Eds.)
PUBLICATION INFORMATION: 1996
Baltimore: Paul H. Brookes Publishing Co.
This text is divided into six basic sections. The first is an introduction
to inclusion, including discussions of the rationale behind inclusive education,
the history of inclusion in the US, and inclusion as a force for school renewal.
The second section, Basic Strategies, presents a variety of strategies
supporting inclusion, for example, MAPS, Circles of Friends, and PATH. The
third section is about collaboration, and focuses on building friendships
and building community. The fourth section looks at curriculum issues, with
concrete ways to plan curriculum. Children's behavior in the inclusive classroom
is the topic of the fifth section, which is designed to assist teachers establish
classroom practices that prevent behavior problems, as well as give some
information on addressing issues as they arise. The last section of the book
includes chapters about the positive influences that inclusion has on the
self-identity of people with disabilities, the importance of having the support
of the community and family for inclusive schools; and concluding remarks
regarding concerns about inclusion.
TITLE: Support networks for inclusive schooling
AUTHORS: Stainback, W., & Stainback, S.
PUBLICATION INFORMATION: 1990
Baltimore: Paul H. Brookes Publishing Co.
There has been much discussion in the field of education regarding inclusion
of students who have disabilities in the regular classroom. This book provides
assistance with the actual nuts-and-bolts of promoting friendships among
all students. It is divided into three sections: part one describes inclusive
schooling and support networking; part two focuses on specific supports that
can be utilized to assist students and classroom teachers; part three emphasizes
how parents, administrators, and community members can work together to
create supportive and caring schools. This book will be very helpful to
teachers who want to know more about the nature of providing support to
students who have disabilities in their classroom, as well as how they, as
teachers, can acquire their own support. Parents will find this book helpful
in determining supports that will promote their child's successful inclusion
in the classroom.
TITLE: Students with mild disabilities in general education settings:
A guide for special educators
AUTHORS: Vallecorsa, A. L., deBettencourt, L. U., & Zigmond, N.
PUBLICATION INFORMATION: 2000
Upper Saddle River, N.J.: Merrill.
This textbook was written for both practicing and pre-service special education
teachers who will be teaching students in inclusive settings. It opens with
an overview of the historical roots of special education, and includes chapters
on models of in-class models of instruction, approaches to collaboration
and consultation, approaches to collaborative teaching, or c-teaching, evaluating
instructional contexts, evaluating academic performance, creating academic
accommodations, evaluating behavior problems, and behavior management strategies.
Each chapter opens with a list of key words, chapter objectives, a “case
study” vignette, and a paragraph about the purpose of the chapter.
TITLE: Creating an inclusive school
AUTHORS: Villa, R. A., & Thousand, J. S. (Eds.)
PUBLICATION INFORMATION: 1995
Villa and Thousand have edited a number of books on inclusive education, and this one is a real asset for teachers, parents and members of the community. The first chapter describes the basics of inclusion and presents several perspectives on the meanings of inclusive education. This is followed by a short chapter written by a "regular parent" of a child in school, who documents his conversation with his son who notices a peer with a disability being removed from his classroom. An historical perspective of inclusive education is also given, as well as a description of the philosophy and rationale for creating inclusive schools.Association for Supervision and Curriculum Development
1250 N. Pitt Street
Alexandria, VA 22314
http://www.ascd.org
TITLE: Restructuring for caring and effective education: An administrative
guide for creating heterogeneous schools
AUTHORS: Villa, R. A., Thousand, J. S., Stainback, W., & Stainback,
S. (Eds.)
PUBLICATION INFORMATION: 1992
Baltimore: Paul H. Brookes Publishing Co.
The editors of this book have included many chapters by various authors
on merging special and regular education for the use of school administrators.
The book is premised on the notion that the public educational system needs
to serve all children with excellence and equity. It is divided into four
major sections, each containing several chapters. As an interesting organizing
point, one author introduces each section with a vignette "wedding" regular
and special education, acknowledging the difficulties of merging educational
practices. While some of the authors of the numerous chapters are university
professors, others are administrators, and one is an elementary school principal.
Many examples are given of schools that became communities where all children
are valued, and where every child's needs are met in a regular classroom.
This text will be a useful guide for districts planning for heterogeneous
schools, and for parents and advocates to provide evidence of inclusive
school practices to administrators.
TITLE: Teaching self-determination to students with disabilities:
Basic skills for successful transition
AUTHORS: Wehmeyer, M.S., Agran, M., & Hughes, C.
PUBLICATION INFORMATION: 1998
Baltimore, MD: Paul H. Brookes Publishing Company.
The authors of this book characterize self-determined behavior as behavior
that is autonomous, self-regulated, psychologically empowered, and self-realizing
(p. 7), and make a strong case for the inclusion of self-determination skills
in the educational programs of students with disabilities. The book is divided
into five sections of three chapters each and ends with a summary and conclusion
chapter. Each chapter begins with a list of expected outcomes for the reader
and a list of key terms, and ends with questions for review an extensive
reference list. In each chapter, the authors ground their topics in the existing
research literature before providing specific strategies or training formats
for these topic areas. The book sections are as follows:
TITLE: Teaching students with mental retardation: Providing access
to the general curriculum
AUTHORS: Wehmeyer, M. L., with Sands, D. J., Knowlton, H. E., & Kozelski,
E. B.
PUBLICATION INFORMATION: 2002
Baltimore: Paul H. Brookes Publishing Co.
This textbook is intended for the training of general and special educators
of students with mental retardation labels and other academic support needs,
but is also of value to researchers or other professionals. In the preface,
the authors state that the foundation of this text is values-based, issues-oriented,
and practice-oriented:
TITLE: Lessons for inclusion
AUTHORS: Vandercook, T., Rice Tetlie, R., Montle, J., Downing, J., Levin,
J., Glanville, M., Solberg, B., Branham, S., Ellson, L., & McNear, D.
PUBLICATION INFORMATION: 1993
Toronto: Inclusion Press.
This manual presents four lessons designed to assist teachers to develop
a classroom community that invites all children. The goal of each lesson
is to increase the self-esteem of each student and help each develop effective
strategies for working cooperatively with classmates. The lessons are intended
for kindergarten to second graders, and an alternative version of each is
provided for grades 2-4. Each lesson is presented with background information
and objectives, discussion questions, and activities. The Appendix provides
all the worksheets needed for each activity.
Bauer, A. M., & Myree Brown, G. (2001). Adolescents and inclusion:
Transforming secondary schools. Baltimore: Paul H. Brookes Publishing
Co.
Bauer, A. M., Shea, T. M. (1999). Inclusion 101: How to teach all
learners. Minnetonka, MN: Peytral Publications, Inc.
Beninghof, A. M. (2001). Ideas for inclusion: The classroom teacher's
guide. Longmont, CO: Sopris West.
Beninghof, A. M., Singer, A. L. (1995). Ideas for inclusion: The
school administrator’s guide. Colorado: Sopris West.
Buswell, B. E., Schaffner, C. B., & Seyler, A. B. (2000). Opening
doors: Connecting students to curriculum, classmates, and learning.
Colorado Springs: Peak Parent Center, Inc.
Castagnera, E., Fisher, D., Rodifer, K., & Sax, C. (n.d.). Deciding
what to teach and how to teach it: Connecting students through curriculum
and instruction. Colorado Springs: PEAK Parent Center, Inc.
Cooper, C., Frattura, E., & Keyes, M. W. (2000). Meeting the
needs of students of ALL abilities: How leaders go beyond inclusion.
Thousand Oaks, CA: Corwin Publishing.
Evans, J., Lunt, I., Wedell, K., & Dyson, A. (Eds.). Collaborating
for effectiveness: Empowering schools to be inclusive. Buckingham,
United Kingdom: Open University Press.
Falvey, M. A. (1995). Inclusion and heterogeneous schooling: Assessment,
curriculum, and instruction. Baltimore: Paul H. Brookes Publishing
Co.
Ferguson, D. L. (2000). On point... On teacher preparation and support
in inclusive schools. Denver, CO, Eugene, OR, & Newton, MA:
National Institute for Urban School Improvement. Available online: http://www.edc.org/urban/publicat.htm
Ferguson, D. L. (2000). On point... On working together: Groupwork,
teamwork, and collaborative work among educators. Denver, CO, Eugene,
OR, & Newton, MA: National Institute for Urban School Improvement. Available
online: http://www.edc.org/urban/publicat.htm
Ferguson, D., Droege, C., Guðjónsdóttir, H., Lester,
J., Meyer, G., Ralph, G., Sampson, N., & Williams, J. (2001). Designing
personalized learning for every student. Alexandria, VA: Association
for Supervision & Curriculum Development.
Filbin, J., Rogers-Connolly, T., & Brewer, R. (1996). Individualized
learner outcomes: Infusing student needs into the regular education curriculum.
Colorado Springs: PEAK Parent Center, Inc.
Giangreco, M. F. (Ed.). (1997). Quick-guides to inclusion: Ideas
for educating students with disabilities. Baltimore: Paul H. Brookes
Publishing Co.
Giangreco, M. F. (Ed.). (1998). Quick-guides to inclusion 2: Ideas
for educating students with disabilities. Baltimore: Paul H. Brookes
Publishing Co.
Hammill, L. B., & Dever, R. B. (1998). Preparing for inclusion: Secondary
teachers describe their professional experiences. American Secondary
Education, 27(1), 18-26.
Heden, D. L., Ayres, B. J., Meyer, L. H., & Waite, J. (1996). Quality
schooling for students with severe behavioral challenges. In D. H. Lehr &
F. Brown (Eds.), People with disabilities who challenge the system.
Baltimore: Paul H. Brookes Publishing Co.
Hobbs, T., & Westling, D. L. (1998, September/October). Promoting
successful inclusion through collaborative problem-solving. Teaching
Exceptional Children, 31(1), 12-19.
Jackson, L., & Leon, M. (n.d.). Developing a behavior support
plan: A manual for teachers and behavioral specialists (2nd ed.).
Colorado Springs: PEAK Parent Center, Inc.
Janney, R., & Snell, M. E. (1997). How teachers include students with
moderate and severe disabilities in elementary classes: The means and meaning
of inclusion. JASH, 22(3), 159-169.
Janney, R., & Snell, M. E. (2000). Behavioral support: Teachers'
guides to inclusive practices. Baltimore: Paul. H. Brookes.
Janney, R., & Snell, M. E. (2000). Modifying schoolwork: Teachers'
guides to inclusive practices. Baltimore: Paul H. Brookes Publishing
Co.
Giangreco, M., & Ruelie, K. (2000). Ants in his pants: Absurdities
and realities of special education. Minnetonka, MN: Peytral Publications,
Inc.
Giangreco, M., & Ruelie, K. (2000). Flying by the seat of your
pants: More absurdities and realities of special education. Minnetonka,
MN: Peytral Publications, Inc.
Giangreco, M., & Ruelie, K. (2000). Teaching old logs new tricks:
More absurdities and realities of education. Minnetonka, MN: Peytral
Publications, Inc.
Jorgensen, C. M. (1998). Restructuring high school for all students:
Taking inclusion to the next level. Baltimore: Paul H. Brookes Publishing
Co.
Katz, L., Sax, C., & Fisher, D. (n.d.). Activities for a diverse
classroom: Connecting students. Colorado Springs: PEAK Parent Center,
Inc.
Kluth, P. (2003). "You're going to love this kid": Teaching students
with autism in the inclusive classroom. Baltimore: Paul H. Brookes
Publishing Co.
Kluth, P., Straut, D., & Biklen, D. (Eds.). (2003). Access to
academics for all students: Critical approaches to inclusive curriculum, instruction,
and policy. Mahway, NJ: Lawrence Erlbaum Associates, Inc.
National Center on Secondary Education and Transition. (2003, February).
Connecting to Success - Mentoring through technology to promote student
achievement: Training manual. Minneapolis: Institute on Community
Integration, University of Minnesota.
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A workbook for planning positive possible futures. Toronto: Inclusion
Press.
Roach, V. (1994). The superintendent’s role in creating inclusive schools.
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Sapon-Shevin, M. (1999). Because we can change the world: A practical
guide to building cooperative inclusive classroom communities. Needham
Heights, MA: Allyn & Bacon.
Snell, M. E., & Janney, R. (2000). Teachers’ guides to inclusive
practices: Collaborative teaming. Baltimore: Paul H. Brookes Publishing
Co.
Tashie, C., Shapiro-Bernard, S., Dillon, A. D., Schuh, M., Jorgensen,
C. M., & Nisbet, J. (1993). Changes in latitudes, changes in attitudes:
The role of the inclusion facilitator. Durham, NH: Institute on
Disability/UAP, University of New Hampshire.
Tertell, E., Klein, S., & Jewett, J. (Eds.). (1998). When teachers
reflect: Journeys toward effective, inclusive practice. Washington,
DC: National Association for the Education of Young Children (NAEYC).
Thousand, J. S., Villa, R. A., & Nevin, A. I. (Eds.). (2002). Creativity
and collaborative learning: The practical guide to empowering students,
teachers, and families (2nd ed). Baltimore: Paul H. Brookes Publishing.
Wade, S. E. (Ed.). (2000). Inclusive education: A casebook and
readings for prospective and practicing teachers. Mahwah, NJ: Lawrence
Erlbaum Associates, Inc.
Wade, S. E. (Ed.). (2000). Preparing teachers for inclusive education:
Case pedagogies and curricula for teacher educators. Mahwah, NJ:
Lawrence Erlbaum Association.
Wagner, S. (1999). Inclusive programming for elementary students
with autism. Arlington, TX: Future Horizons, Inc.
Wallace, T., Pickett, A. L., & Likins, M. (2002, Fall). IMPACT:
Feature Issue on Paraeducators Supporting Students with Disabilities and
At-Risk. Minneapolis: Institute on Community Integration, University
of Minnesota.
Whitbread, K. M. (2000). Policy effects on teachers’ attitudes
about inclusion: A multi-school system study. Gilman, CT: Pennycorner
Press.
Winebrenner, S. (1996). Teaching kids with learning difficulties
in the regular classroom: Strategies and techniques every teacher can use
to challenge and motivate struggling students. Minnesota: Free Spirit
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York-Barr, J., Kronberg, R. M., & Doyle, M. B. (1996). Creating
inclusive school communities: A staff development series for general and
special educators. Baltimore: Paul H. Brookes Publishing Co.
TITLE: Creating tomorrow's schools today: Stories of inclusion,
change, & renewal
AUTHORS: Berres, M. S., Ferguson, D. L., Knoblock, P., & Woods, C.
(Eds.)
PUBLICATION INFORMATION: 1996
"Why restructure schools so that children of all abilities can be active and contributing members of their school communities? …the complex process of creating homes within our schools for all children is a worthwhile endeavor, not only for children with disabilities, but for all members of the school community," (p. 1) suggest the authors of this book.New York: Teachers College Press.
TITLE: Achieving the complete school: Strategies for effective mainstreaming
AUTHOR: Biklen, D.
PUBLICATION INFORMATION: 1985
New York: Teachers College Press.
This is one of the earliest books to clearly examine principles and strategies
for successful inclusion of students into regular classrooms in neighborhood
schools. Separate chapters address the roles of several different team
participants (district special education administrator, school building
principal, teacher, and parents) and illustrates ways that each group becomes
"more effective when it understands the basic nature of the other groups'
roles." Co-authors of specific chapters include Robert Bogdan, Stanford
J. Searl, Jr., Steven J. Taylor, and Dianne Ferguson.
Areas examined include not only special education/regular education issues,
such as principles for curriculum planning, but also the basic aspects
of organization and change that make inclusion work. Case studies illustrate
the complexities involved in inclusion, the relationship of the process
to the culture of schools, and the many critical issues affecting the integration
of special and regular education.
TITLE: Schooling without labels: Parents, educators, and inclusive
education
AUTHOR: Biklen, D.
PUBLICATION INFORMATION: 1992
Starting with the question, "is there any place within the culture where integration already exists such that we could study it, learn from it, and apply principles from it to schools and other social settings?" Biklen closely examines the experiences of six families whose children with disabilities are full participants in family life.Philadelphia: Temple University Press.
TITLE: Inclusion: Recent research
AUTHORS: Bunch, G., & Valeo, A.
PUBLICATION INFORMATION: 1997
The authors review available literature that discusses benefits of inclusive education, and those that discuss strategies that support the education of all students in the general classroom. The book's 12 chapters include articles on teacher attitudes, children and parent attitudes, socialization, academics, behavior, paraprofessionals, models of inclusive education, collaboration, instructional strategies, and the authors' final thoughts. Each research article is summarized, and Bunch and Valeo provide a "final word" to each that points to elements of particular interest within each study. The authors clearly state that their intent in compiling this book is not to debate the merits of inclusive education; rather, they focus on research that helps further inclusion as, in the authors' words, "sound educational practice."Toronto, Ontario: Inclusion Press.
TITLE: The foundations of inclusive education: A compendium of
articles on effective strategies to achieve inclusive education
AUTHORS: Fisher, D., & Ryndak, D. L. (Eds.)
PUBLICATION INFORMATION: 2001
TASH
29 West Susquehanna Avenue, Suite 210
Baltimore, MD, 21204
This book, a series of articles originally published in the Journal
of The Association for Persons with Severe Handicaps (JASH),
address issues related to the inclusion of students with disabilities in
typical classrooms. A foreword by Steven J. Taylor introduces the philosophical
underpinnings that inform inclusive education, and makes a case for the
need for research that informs practice and for clearer descriptions of
inclusive practices. The book is divided into four sections, each containing
a number of related articles:
NOTE: There is now a second edition available. Please visit www.tash.org for more information.
TITLE: Integrating general and special education
AUTHORS: Goodlad, J. I., & Lovitt, T. C. (Eds.).
PUBLICATION INFORMATION: 1993
New York: Macmillan Publishing Company.
The contributors to this book write about various issues that address
educating all children in an equitable way in our schools. It should be noted
that while some of the chapters describe ways to combine regular and special
education in an inclusive setting, others do not. The first two chapters
of the book describe the background of the issues, and look at the separate
and unequal tracks of education that seem contingent on disability labels.
The third chapter describes issues to be addressed in inclusive education
that are further discussed by other authors in the rest of the book. While
the chapter on curriculum design presumes the inclusion of all children in
a regular classroom, the authors of a chapter on comprehensive delivery systems
go to great lengths to describe what "all" children means, and do not necessarily
gear their chapter to inclusive education. The chapter written by a school
principal is an interesting addition to the book, as are chapters about
restructuring schools and helping teachers adapt to combining general and
special education.
TITLE: Culture in special education: Building reciprocal family-professional
relationships
AUTHORS: Kalyanpur, M., & Harry, B.
PUBLISHER INFORMATION: 1999
Baltimore: Paul H. Brookes Publishing Company.
The authors of this book provide a detailed analysis of the social constructions
of disability, special education, and the role of professional expertise
and language in special education and in interactions with parents. They
examine ways that professionals view parenting styles through the lenses
of a variety of cultures and research projects. In the final chapter of the
book, the authors offer four guidelines or "steps" to developing a posture
of cultural reciprocity between professionals and parents that leads to adapting
professional interpretations to the value system of the family. They end
by outlining the experiences of four families of children with disabilities,
providing specific examples of ways that applying the guidelines outlined
earlier in the chapter could have improved the relationship between each
family and group of professionals, and the outcome for the child and his
or her family. This book has the potential to sensitize professionals to
ways that cultural values shape family understandings of disability; however,
the language in the earlier part of the book may be difficult to understand
for those not grounded in the language of sociological theory.
TITLE: Schooling children with Down syndrome: Toward an understanding
of possibility
AUTHOR: Kliewer, C.
PUBLICATION INFORMATION: 1998
New York: Teachers College Press.
This book is the result of the author's extensive qualitative research
on the cultural meaning of Down syndrome in the school lives of children.
Kliewer presents the experiences of individuals with Down syndrome as an example
of ways that ideas about competence, mental retardation, citizenship, and
education are constructed in our culture, and the ways that these ideas affect
the lives of labeled individuals. Kliewer draws extensively on historical
evidence and his own research in classrooms to support his points. He concludes
by presenting alternative models, such as inclusive school practices, that
address issues raised throughout the book.
TITLE: Working towards inclusive education: Social contexts
AUTHOR: Mittler, P.
PUBLISHER INFORMATION: 2000
In his introduction, Mittler states "[i]nclusion is not about placing children in mainstream schools. It is about changing schools to make them more responsive to the needs of all children" (p. vii). He places education, and inclusion, in the wider context of the values and attitudes of the society in which they occur. He identifies the underlying theme in his book as "the pervasive influence of poverty and social disadvantage as forces of exclusion" (p. ix), and seeks to take an international perspective on the development of inclusive practices in education, although much of his discussion is grounded in laws and practices in the UK. The eleven chapters are as follows: From Exclusion to Inclusion, Global Dimensions, The Early Years (about children under age 5), Social Exclusion, Can Schools Prevent Learning Difficulties, Towards Inclusive Policies, Curriculum and Assessment, Towards Inclusive Practice, Preparing All Teachers to Teach All Pupils, Parents and Teachers, and Into the Future: Tensions and Dilemmas.London : David Fulton Publishers Ltd.
TITLE: What have we learned about creating inclusive elementary schools?
AUTHORS: Shapiro-Bernard, S., Sgambatti F., Dixon, B., & Nelson, G.
PUBLICATION INFORMATION: 2000
In J. Nisbet & D. Hagner (Eds.), Part of the community: Strategies for including everyone (pp. 85-105). Baltimore: Paul H. Brookes Publishing Co.
This chapter describes the authors' work creating inclusive classrooms
in New Hampshire. They recount their experiences and report about lessons
they've learned, especially who and what they believe are involved in creating
and sustaining inclusive schools.
TITLE: Deconstructing special education and constructing inclusion
AUTHORS: Thomas, G., & Loxley, A.
PUBLICATION INFORMATION: 2001
This book is one in a series of six books that examine the political, social, psychological, and educational contexts in which the practice of inclusive education is embedded. In this volume, the authors identify and critique the intellectual schemas and historical roots upon which the practice of special education was built. They examine the ways that special education theory and knowledge were formed and legitimized, and critique the concepts of a child's "need," of failure, and of the construction and management of difference in special education. Chapter 6 begins a discussion of the changes in values in state welfare policy (in the United Kingdom), the ways that policy is translated and reflected in school practices, and the problems of conflicting layers of policy and the many layers of interpretation through which such policies pass. Chapter 7 makes an argument that current political and economic thinking, more so than more traditional psychological and sociological origins, have recently converged to support the cause for inclusion. They argue that inclusion is more about a comprehensive ideal in education, and an attention to rights, than a concern for children's supposed "needs."Buckingham: Open University Press.
Asante, S. (n.d.). When spider webs unite: Challenging articles
and essays on community, diversity, and inclusion. Toronto: Inclusion
Press.
Ballard, K. (1999). Inclusive education: International voices on
disability and justice [Studies in Inclusive Education Series]. New
York: Falmer Press.
Ferguson, D. L., Desjarlaism, A., & Meyer, G. (2000). Improving
education: The promise of inclusive schooling. Denver, CO, Eugene,
OR, & Newton, MA: National Institute for Urban School Improvement. Available
online: http://www.edc.org/urban/publicat.htm
Giangreco, M., & Ruelie, K. (2000). Ants in his pants: Absurdities
and realities of special education. Minnetonka, MN: Peytral Publications,
Inc.
Giangreco, M., & Ruelie, K. (2000). Flying by the seat of your
pants: More absurdities and realities of special education. Minnetonka,
MN: Peytral Publications, Inc.
Giangreco, M., & Ruelie, K. (2000). Teaching old logs new tricks:
More absurdities and realities of education. Minnetonka, MN: Peytral
Publications, Inc.
Hall, J. T. (1997). Social devaluation and special education: The
right to full inclusion and an honest statement. London: Jessica
Kingsley Publishers.
Pijl, S. J., Meijer, C., & Hegarty, S. (Eds.). (1996). Inclusive
education: A global agenda. London: Routledge.
Powers, L. E., Singer, G. H. S., & Sowers, J. (1996). On the
road to autonomy: Promoting self-competence in children and youth with disabilities.
Baltimore: Paul H. Brookes Publishing Co.
Schaefer, N. (n.d.). Yes! She knows she’s here. Toronto:
Inclusion Press.
Shapiro, A. (1998). Everybody belongs: Changing negative attitudes
towards classmates with disabilities. London: RoutledgeFalmer.
Shapiro-Barnard, S., Tashie, C., Martin, J., Malloy, J., Schuh, M., Piet,
J., Lichtenstein, S., & Nisbet, J. (1996). Petroglyph’s: The writing
on the wall. Durham, NH: Institute on Disability/UAP, University
of New Hampshire.
Slee, R. (1999). The inclusive school [Studies in Inclusive
Education]. New York: Taylor & Francis.
Smith, J. D. (1997). Inclusion: Schools for all students.
Stamford, CT: Wadsworth Publishing.
Tashie, C., Shapiro-Barnard, S., Schuh, M., Jorgensen, C. M., Dillon,
A. D., Dixon, B., & Nisbet, J. (1994). From special to regular,
from ordinary to extraordinary. Durham, NH: Institute on Disability/UAP,
University of New Hampshire.
When spider webs unite: Shafik in action. (n.d.). Toronto:
Inclusion Press.
Williams, L. J., & Downing, J. E. (1998). Membership and belonging
in inclusive classrooms: What do middle school students have to say? JASH,
23(2), 98-110.
With kids my age: Answers to questions about inclusion. (1994).
Texas: The Arc of Texas/Inclusion Works!
Vandercook, T., & York-Barr, J. (Eds.). (2003, Winter). IMPACT:
Feature Issue on Revisiting Inclusion K-12 Education, 16(1). Minneapolis:
Institute on Community Integration, University of Minnesota.
Vitello, S. J., & Mithaug, D. E. (1998). Inclusive schooling: National and international perspectives. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.