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.

Preface

Inclusive Education: An Annotated Bibliography

Selected Readings on Inclusive Education

• 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.

Newsletters and E-Newsletters

Organizations and Projects

Web Sites

Resources on IDEA

Preface

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:

• CASE STUDIES AND STRATEGIES FOR INCLUSION
  
• PARENTS AND FAMILIES
  
• POLICY
  
• PRESCHOOL RESOURCES
  
• RESEARCH TEACHER AND PROFESSIONAL RESOURCES
  
• THEORETICAL FOUNDATIONS AND PHILOSOPHY
  

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/

• CASE STUDIES AND STRATEGIES FOR INCLUSION - Resources that typically report examples of "promising practices" in inclusive education as well as effective strategies, but may also include information on research, theory, and philosophy.
• PARENTS AND FAMILIES - Publications and resources primarily authored for parents and other family members.
• POLICY - Resources regarding important current policies, notably IDEA, IEPs, financing of inclusive education, and so forth.
• PRESCHOOL RESOURCES - Resources focused on preschool and child care inclusion issues.
• RESEARCH - Resources that analyze, summarize and report on current research in inclusive education.
• TEACHER AND PROFESSIONAL RESOURCES - Resources that are geared primarily toward educators and other professionals.
• THEORETICAL FOUNDATIONS AND PHILOSOPHY - Resources that discuss the perspectives, theories, and issues related to inclusive education.

CASE STUDIES AND STRATEGIES FOR INCLUSION

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

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

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

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.

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

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

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)

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

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

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

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

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

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

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

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.

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

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

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        

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:

• a process for designing IEPs linked to state learning standards for all students; 
• how state standards can be used to guide the curriculum process; 
• a series of examples across elementary, middle, and high school to show how students with significant disabilities can participate in instructional activities that address individualized objectives and at the same time provide performance data essential to alternative assessment; 
• strategies for integrating alternative assessments into both individualized planning and ongoing instruction; 
• a conceptual framework for structuring alternate assessments to teach students self-determination;
• how technology can be used to both enhance student learning and build capacity of alternative assessment to fully "capture" learning voices of teachers and families are included, especially regarding social relationships and friendships as instrumental educational outcomes as well as information on documentation of student performance across environments.

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.

OTHER PRESCHOOL RESOURCES:

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).

RESEARCH 

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:

• From Least Restrictive Environment to Inclusion: Conceptual Underpinnings and Overriding Issues - This section includes articles that relate to the underlying concepts of inclusive education from the perspective of parents, teachers, students, and professionals.
• Perceptions of Inclusion and Attitudes Toward Students with Disabilities - This section includes articles from the perspective of peers of students with disabilities.
• From Facilitation of Social Interactions to Belongingness: A Change of Focus - This section contains articles that address issues of membership in school social communities.
• Strategies that Facilitate Inclusion - This section includes articles that offer a variety of practical strategies related to including students with disabilities in typical classrooms.

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:

• Introduction
• Promoting Autonomous Behavior
• Promoting Self-Regulated Behavior
• Promoting Self-Advocacy and Leadership Skills
• Promoting Self-Realization and Psychological Empowerment
• Summary and Conclusions

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:

• Values-based - The authors provide a functional definition of mental retardation based on level of support needed for instruction. They advocate for the inclusion of students in the general curriculum, and while they do not debate inclusion, they identify it as an important (but not adequate) part of how students may progress. This is also an emphasis on the principles of self-determination, age-appropriate instruction, and positive intervention for challenging behaviors.
• Issues-oriented - The authors surveyed educators as well as college professors for their thoughts on what the top ten topics concerns working with students to be discussed in a textbook on this subject.
• Practice-oriented - This books seeks to enable its users to work on accessing the general curriculum without redundancy and ready-made lesson plans and instructions. Rather, this book provides a framework for providing support to students.

OTHER RESOURCES ON RESEARCH:

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.

TEACHER AND PROFESSIONAL RESOURCES 

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:

• Differentiated Instruction (Robi Kronberg) - This section addresses many categories of classroom diversity through use of differentiated instruction that attends to classroom community and addresses different learning styles and cooperative learning strategies.
• Literacy (David Koppenhaver and Karen A. Erickson) - This section consists of 10 one-page guidelines that address literacy and communication, word-based lessons, balancing instruction, making materials accessible and diverse, and assessment and teaching strategies.
• Supporting Friendships (Carol Tashie and Zach Rossetti) - This section addresses 10 areas critical to the understanding and promotion of friendships between students with and without disabilities. Teacher modeling, classroom practices, and understanding of the roles of communication, diversity are discussed. The roles of support staff, other students, and family members are also outlined.
• Self-Determination (Michael L. Wehmeyer) - This section discusses topics related to self-determination, including problem-solving, focusing on student strengths and uniqueness, creating learning communities, empowering students to make choices and decisions, using peer supports, and teaching students self-determination skills such as problem-solving, goal-setting, and self-advocacy.
• High School Classrooms (Cheryl Jorgensen, Douglas Fisher, and Carol Tashie) - This section extends inclusive practices from elementary to secondary classrooms. It offers ideas about recognizing each student's "smartness", making learning relevant, cooperative learning, providing supports, discussing social justice values in the curriculum, and addressing school-wide philosophies and practices in order to move toward more inclusive settings
• Students Who Use Wheelchairs (Michael Giangreco, Irene McEwen, Timothy Fox, and Deborah Lisi-Baker) - This section offers guidelines about assisting students who use wheelchairs, including transferring to and from the chair and mobility issues. Guidelines include philosophical as well as practical considerations.

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