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Thousand, J. S., Fox, T. J., Reid, R., Godek, J., Williams, W., & Fox, W. L. (1986). The HomeComing Model: Educating students who present intensive educational challenges within regular education environments. Burlington, VT: University of Vermont, Center for Developmental Disabilities.

Thousand, J., Nevin-Parta, A., & Fox, W. (1987). Inservice training to support the education of learners with severe handicaps in their local public schools. Teacher Education and Special Education, 10(1), 4-13.

Villa, R., & Thousand, J. (1988). Enhancing success in heterogeneous classrooms and schools: The powers of partnership. Teacher Education and Special Education, 11(4), 144-154.

Will, M. C. (1986). Educating all children with problems: A shared responsibility. Exceptional Children, 52, 411-415.

York, J., & Vandercook, T. (Eds.). (1988). Impact: Feature issue on integrated education. Minneapolis, MN: Minnesota University Affiliated Program on Developmental Disabilities.

Biklen, D. (1987). The integration question: Educational and residential placement issues. In D. Cohen, A. Donnellan, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (pp. 653-667). New York: John Wiley & Sons.

Biklen, D. (1988). The myth of clinical judgment. Journal of Social Issues, 44(1), 127-140.

Biklen, D. (1992). Schooling without labels: Parents, educators and inclusive education. Philadelphia: Temple University Press.

Blackman, H., & Peterson, D. (1989). Total integration of neighborhood schools. LaGrange, IL: LaGrange Area Department of Special Education.

Bogdan, R. (1983). "Does mainstreaming work?" is a silly question. Phi Delta Kappan, 64, 427-428.

Bogdan, R., & Taylor, S. J. (1987). Toward a sociology of acceptance: The other side of the study of deviance. Social Policy, Fall, 34-39.

Boyd, B., Carson, L., Clowater, S., Cummings, S., Day, D., Dobbelsteyn, J., Freeborn, M., Camblin, B., Grant, C., Hargrove, B., Kaye, K., Kirkpatrick, H., Knox, J., MacMahon, C., Markey, K., Pinnock, B., Rogers, J., Sargfield, S., Stainforth, R., Steinback, A., & Truman, D. (1987). Integration means all our children belong. New Brunswick: Fredericton Department of Education, Student Services Branch.

Brown, L., Long, E., Udvari-Solner, A., Davis, L., VanDeventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). The home school: Why students with severe intellectual disabilities must attend the schools of their brothers, sisters, friends, and neighbors. Journal of The Association for Persons with Severe Handicaps, 14, 1-7.

Brown, L., Long, E., Udvari-Solner, A., Schwartz, P., VanDeventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). Should students with severe intellectual disabilities be based in regular or in special educations classrooms in home schools? Journal of The Association for Persons with Severe Handicaps, 14, 8-12.

Davis, W. (1989). The regular education initiative debate: Its promises and problems. Exceptional Children, 55, 448-455.

Donnellan, A. M. (1984). The criterion of the least dangerous assumption. Behavioral Disorder, 141-150.

Dysart, S. (1988). Integration: A commitment to excellence in education. Education New Brunswick, 9(4).

Ferguson, P. M., Ferguson, D. L., & Taylor, S. J. (Eds.). 1992. Intrepreting disability: A qualitative reader. New York: Teachers College Press.

Flynn, G., Kowalczyk-McPhee, B., & Waterloo Region Roman Catholic Separate School Board. (n.d.). A school system in transition.

Forest, M. (Ed.). (1984). Education/integration: A collection of readings on the integration of children with mental handicaps into regular school systems. Downsview, Ontario: The G. Allan Roeher Institute.

Forest, M. (Ed.). (1987). More education/integration: A further collection of readings on the integration of children with mental handicaps into regular school systems. Downsview, Ontario: The G. Allan Roeher Institute.

Forest, M., & Lusthaus, E. (n.d.). The kaleidoscope, each belongs: Quality eduation for all.

Frigon, O. (1988). Stopping segregation. Entourage, 3(1), 35-40.

Gartner, A. (1986). Disabling help: Special education at the crossroads. Exceptional Children, 53(1), 72-76.

Gartner, A., & Kerzner Lipsky, D. (1987). Beyond special education: Toward a quality system for all students. Harvard Educational Review, 57(4), 367-395.

Gault, M. (1987). Integration - A long haul, but it can be done. Down Syndrome News, 2, 3-4.

Gent, P., & Mulhauser, M. B. (1988). Public integration of students with handicaps: Where it's been, where it's going, and how it's getting there. Journal of The Association for Persons with Severe Handicaps, 13, 188-196.

Gilbert, F. (1986). Integrated education in Quebec: Breaking the barriers. Entourage, 1(4), 6-10.

Goodman, L. (1985). The effective schools movement and special education. Teaching Exceptional Children, 17, 102-105.

Greer, J. V. (1988). No more noses to the glass. Exceptional Children, 54, 294-296.

Hansen, J. A. (n.d.). Each belongs. Trustee, 12-19.

Harvard Graduate School of Education. (1989, April). The mainstreaming debate. The Harvard Education Letter, 1-5.

Kaufmann, J. M., Gerber, M. M., & Semmel, M. I. (1988). Arguable assumptions underlying the regular education initiative. Journal of Learning Disabilities, 21(1), 6-11.

Kerzner Lipsky, D., & Gartner, A. (1987). Capable of achievement and worthy of respect: Education for handicapped students as if they were full-fledged human beings. Exceptional Children, 54(1), 69-74.

Kunc, N. (1984). Integration: Being realistic isn't realistic. Canadian Journal for Exceptional Children, 1(1), 41-51.

Lipsky, D. K., & Gartner, A. (1987). Capable of achievement and worthy of respect: Education for handicapped students as if they were full-fledged human beings. Exceptional Children, 54, 69-74.

Lusthaus, E. (1986). Making a contribution: An emerging social role for persons with a mental handicap. Entourage, 1(2), 24-31.

Madden, N. A., & Slavin, R. E. (1983). Mainstreaming students with mild handicaps: Academic and social outcomes. Review of Educational Research, 53(4), 519-569.

McDonnell, A., & Hardman, M. (1989). The desegregation of America's special schools: Strategies for change. Journal of The Association for Persons with Severe Handicaps, 14, 68-74.

Meyer, L. H. (1987). Why integration? Syracuse, NY: Syracuse University.

National Coalition of Advocates for Students, National Association of School Psychologists, and National Association of Social Workers, Inc. (1987, May 27). Rights without labels. Education Week, p. 22.

O'Brien, J., Forest, M., Snow, J., & Hasbury, D. (1989). Action for inclusion: How to improve schools by welcoming children with special needs into regular classrooms. Toronto: Frontier College Press.

Reynolds, M. C., & Birch, J. (1977). Teaching exceptional children in all of America's schools. Reston, VA: Council for Exceptional Children.

Rutter, M., Maugham, B., Mortimore, P., Ouston, J., & Smith, A. (1975). Fifteen thousand hours: Secondary schools and their effects on children. New York: Wiley.

Ryan, D. (1984). Mainstreaming isn't just for students anymore. Journal of Learning Disabilities, 17(3), 167-169.

Snell, M. E. (1988). Gartner and Lipsky's messages for TASH. [Invited editorial]. Journal of The Association for Persons with Severe Handicaps, 13, 137-140.

Stainback, S., & Stainback, W. (1985). The merger of special and regular eduation: Can it be done? A response to Lieberman and Mesinger. Exceptional Children, 51(6), 517-521.

Stainback, S., & Stainback, W. (1987). Integration versus cooperation: A commentary on Educating children with learning problems: A shared responsibility. Exceptional Children, 54(1), 66-68.

Stainback, W., & Stainback, S. (1984). A rationale for the merger of special and regular education. Exceptional Children, 51(2), 102-111.

Stainback, W., & Stainback, S. (1986). One system, one purpose: The integration of special and regular education. Entourage, 1(3), 12-16.

Taylor, S. J. (1988). Caught in the continuum: A critical analysis of the principle of the least restrictive environment. Journal of The Association for Persons with Severe Handicaps, 13(1), 41-53.

Taylor, S. J., Biklen, D., Lehr, S., & Searl, S. J. (1987). Purposeful integration . . . inherently equal. Boston, MA: Technical Assistance for Parent Programs (TAPP) Project, Federation for Children with Special Needs.

Vandercook, T., York, J., & Forest, M. (1989). McGill Action Planning System: A strategy for building the vision. Journal of The Association for Persons with Severe Handicaps, 14(3), 205-215.

Wang, M. C., & Reynolds, M. C. (1985). Avoiding the "Catch 22" in special education reform. Exceptional Children, 51(6), 497-502.

Whitehouse, D. (1988). Integration - A personal perspective. NBTA News, XXX(10), 12-13.

Zeph, L. (1988). Broadening the discussion of the regular education initiative to include students with severe handicaps (deleting the asterisks and footnotes). Orono, ME: University of Maine.

Association for Retarded Citizens-Minnesota. (1989a). Integrated child care: Despite restrictions, families find workable solutions. FOCUS, Summer, 1-2.

Association for Retarded Citizens-Minnesota. (1989b). Integration in action: Achieving an integrated school program. Minneapolis: ARC-Minnesota.

Biklen, D. (1985). Achieving the complete school. Strategies for effective mainstreaming. New York, NY: Teachers College Press.

Biklen, D. (1990). Communication unbound: Autism and praxis. Harvard Educational Review, 60(3), 291-314.

Elias, L. (1980). Jason and the neighborhood kids: Mainstreaming on the home front. The Exceptional Parent, 10(6), 9-12.

Forest, M. (Ed.). (1984). Education/integration: A collection of readings on the integration of children with mental handicaps into regular school systems. Downsview, Ontario: The G. Allan Roeher Institute.

Forest, M. (1986). Sabrina and Adrian. Entourage, 1(1), 111-115.

Forest, M. (1987). Keys to integration: Common sense ideas and hard work. Entourage, 2(1), 16-20. Forest, M., & Mayer, M. (1987). Education Waterloo-style. Entourage, 2(4), 20-25.

Forest, M., & Pearpoint, J. (1992). Supports for addressing severe maladaptive behaviors. In W. Stainback & S. Stainback (Eds.), Support systems for educating all students in the mainstream. Baltimore: Paul H. Brookes Publishing Co.

Fredericks, H. D., Baldwin, V., Grove, D., Moore, W., Riggs, C., & Lyons, B. (1978). Integrating the moderately and severely handicapped preschool child into a normal day care setting. In M. Guralnick (Ed.), Early intervention and the integration of handicapped and nonhandicapped children. Baltimore: University Park Press.

Gaylord-Ross, R. (Ed.). (1989). Integration strategies for persons with severe handicaps. Baltimore: Paul H. Brookes Publishing Co.

Gaylord-Ross, R., & Peck, C. A. (1985). Integration efforts for students with severe mental retardation. In D. Bricker & J. Fuller (Eds.), Severe mental retardation: From theory to practice (pp. 185-207). Reston, VA: Division on Mental Retardation, Council for Exceptional Children.

Giangreco, M. F. (1988). Facilitating integration of students with severe disabilities: Considerations for planned change. Cayuga-Onondaga Board of Educational Services Change, 1-4.

Gurry, S. E. (1986). Noah's school: Integration works in Brookline. TASH Newsletter, 12(12), 5.

Hamre-Nietupski, S., & Nietupski, J. (1981). Integral involvement of severely handicapped students within regular schools. Journal of The Association for Persons with Severe Handicaps, 6(2), 30-39.

Hamre-Nietupski, S., Nietupski, J., Stainback, W., & Stainback, S. (1984). Preparing school systems for longtudinal integration efforts. In N. Certo, N. Haring, & R. York (Eds.), Public school integration of severely handicapped students: Rational issues and progressive alternatives (pp. 107-141). Baltimore: Paul H. Brookes Publishing Co.

M. J. S. (1984, August). I am not going to high school if you don't take me the way I am. Mainstreaming in the high school. The Exceptional Parent.

Meyer, L. H., & Kishi, G. S. (1985). School integration strategies. In K. C. Lakin & R. H. Bruininks (Eds.), Strategies for achieving community integration for developmentally disabled citizens (pp. 231-252). Baltimore: Paul H. Brookes Publishing Co.

Minnesota State Planning Agency. (1989, January). Supported education coined by parents: An example of school integration. Information Exchange, 5-6.

O'Brien, J., Forest, M., Snow, J., & Hasbury, D. (1989). Action for inclusion: How to improve schools by welcoming children with special needs into regular classrooms. Toronto: Frontier College Press.

Pivato, E., & Chomicki, S. (1986). The GRIT kids start school. Entourage, 1(3), 6-9.

Reynolds, M., & Birch, J. (1988). Adaptive mainstreaming: A primer for teachers and principals. New York: Longman.

Samson, R., & Reason, R. (1988). What is successful re-integration? British Journal of Special Education, Research Supplement, 15(1), 19-23.

Searl, S. J., Ferguson, D. L., & Biklen, D. (1985). The front line . . . teachers. In D. Biklen (Ed.), Achieving the complete school: Strategies for effective mainstreaming (pp. 52-103). New York: Teachers College Press.

Scholler, K. (1989, May). Principals, teachers, parents must work together to create successful integration. PACESETTER, 8-9.

Schubert, M. A., Landers, M. F., Curtis, M. J., Anderson, T. E., & Curtis, V. (1984). Communication: One key to mainstreaming success. The Exceptional Child, 31(1), 46-53.

Stainback, S., & Stainback, W. (1985). Integration of students with severe disabilities into regular schools. Reston, VA: Council for Exceptional Children.

Stainback, S., & Stainback, W. (1988). Educating students with severe disabilities. Teaching Exceptional Children, 21(1), 16-19. Stainback, W., & Stainback, S. (Eds.). (1990). Support networks for inclusive schooling. Baltimore: Paul H. Brookes Publishing Co.

Stainback, W., Stainback, S., Courtnage, L., & Jaben, T. (1985). Facilitating mainstreaming by modifying the mainstream. Exceptional Children, 52(2), 144-152.

Taylor, S. J. (1982). From segregation to integration: Strategies for integrating severely handicapped students in normal school and community settings. Journal of The Association for Persons with Severe Handicaps, 7(3), 42-49.

Vandercook, T., York, J., & Forest, M. (1989). McGill Action Planning System: A strategy for building the vision. Journal of The Association for Persons with Severe Handicaps, 14(3), 205-215.

Wang, M. C., & Baker, E. T. (1985-1986). Mainstreaming programs: Design features and effects. Journal of Special Education, 19(4), 502-521.

York, J., Vandercook, T., & Macdonald, C. (1989). Feedback from educators and classmates about inclusion in middle school. Minneapolis: University of Minnesota, Institute on Community Integration.

Zins, J., Curtis, M., Graden, J., & Ponti, C. (1988). Helping students succeed in the regular classroom: A guide for developing intervention assistance programs. San Francisco: Jossey-Bass.

Cunha, E., & Singer, A. L. (1988). Teachers' tips toward integration. New England Index Newsletter, Spring, 3.

Diebold, M., & Trentham, L. (1987). Special educator predictions of regular class teacher attitudes concerning mainstreaming. Teacher Education and Special Education, 10(1), 19-25.

Elias, L., Goble, G., Schefer, B., & Jaco, J. (1983). Jason goes to kindergarten. The Exceptional Parent, 13(1), 55-57.

Ferguson, D. (1989). Teacher work groups: Getting a little help from your friends. Eugene, OR: University of Oregon, Specialized Training Program.

Forest, M. (1987). Just one of the kids. In D. Schwartz, J. McKnight, & M. Kendrick (Eds.), A story that I heard (pp. 55-58). Harrisburg, PA: Pennsylvania Developmental Disabilities Planning Council.

Greenburg, D. (1987). A special educator's perspective on interfacing special and general education: A review for administrators. Reston, VA: The Council for Exceptional Children.

Hoover, J. (1987). Preparing special educators for mainstreaming: An emphasis upon curriculum. Teacher Education and Special Education, 10(2), 58-64.

Kunc, N. (1984). Integration: Being realistic isn't realistic. Canadian Journal for Exceptional Children, 1(1), 41-51.

Lusthaus, E. (1988, April). Education integration . . . letting our children go. TASH Newsletter, 14(4), 6-7.

Porter, G. (1988). The method and resource teacher: A collaborative consultant model, a case study of the perspectives of teachers working in that role in Districts 28 and 29, Woodstock, New Brunswick. Syracuse, NY: Syracuse University.

Searl, S. J., Ferguson, D. L., & Biklen, D. (1985). The front line . . . teachers. In D. Biklen (Ed.), Achieving the complete school: Strategies for effective mainstreaming (pp. 52-103). New York: Teachers College Press.

Stainback, S., & Stainback, W. (1982). Influencing the attitudes of regular class teachers about the education of severely retarded students. Education and Training of the Mentally Retarded, 17, 18-92.

Stainback, S., & Stainback, W. (1987). Facilitating merger through personnel preparation. Teacher Education and Special Education, 10(4), 185-190.

Stainback, S., Stainback, W., Courtnage, L., & Jaben, T. (1985). Facilitating mainstreaming by modifying the mainstream. Exceptional Children, 52, 144-152.

Stainback, W., & Stainback, S. (1982). Preparing regular class teachers for the integration of severely retarded students. Education and Training of the Mentally Retarded, 17, 273-277.

Stainback, W., Stainback, S., Strache, M., & Dedrick, C. (1983). Preparing regular classroom teachers for the integration of severely retarded students: An experimental study. Education and Training of the Mentally Retarded, 18, 205-209.

Stone, B., & Brown, R. (1987). Preparing teachers for mainstreaming: Some critical variables for effective preservice programs. Educational Research Quarterly, 11(2), 7-10.

Thousand, J. (1988). Integration facilitator: A new job description for special educators. New England Index Newsletter, Spring, 1.

Thousand, J., Nevin-Parta, A., & Fox, W. (1987). Inservice training to support the education of learners with severe handicaps in their local public schools. Teacher Education and Special Education, 10(1), 4-13.

York, J., Vandercook, T., Macdonald, C., & Wolff, S. (Eds.). (1989). Strategies for full inclusion. Minneapolis: University of Minnesota, Institute on Community Integration.

Johnson, T., & Johnson, D. W. (1983). Effects of cooperative, competitive, and individualistic learning experiences on social development. Exceptional Children, 49, 323-330.

Johnson, R., Johnson, D. W., DeWeerdt, N., Lyons, V., & Zaidman, B. (1983). Integrating severely adaptively handicapped seventh grade students into constructive relationships with nonhandicapped peers in science class. American Journal of Mental Deficiency, AUX(87), 611-118.

Putnam, J., Rynders, J., Johnson, R., & Johnson, D. (1989). Collaborative skill instruction for promoting positive interactions between mentally handicapped and nonhandicapped children. Exceptional Children, 55, 550-557.

Salend, S. J. (1981). Cooperative games promote positive student interactions. Teaching Exceptional Children, 13, 76-79.

Villa, R., & Thousand, J. (1988). Enhancing success in heterogeneous classrooms and schools: The powers of partnership. Teacher Education and Special Education, 11(4), 144-154.

Wilcox, J., Sbardellati, E., & Nevin, A. (1987). Cooperative learning groups aid integration. Teaching Exceptional Children, 20(1), 61-63.

Martin, R. (1991). Extraordinary children, ordinary lives: Stories behind special education case law. Champaign, IL: Research Press.

Ordover, E. L., & Boundy, K. B. (1991). Educational rights of children with disabilities: A primer for advocates. Cambridge: Center for Law and Education.

Dobbins, J. (Producer/Director). (1987). Jenny's story [Videotape}. Islington, Ontario: Integration Action Group.

Forest, M., & Flynn, G. (Producers). (1989). With a little help from my friends [Videotape]. Islington, Ontario: Integration Action Group.

Education and Training in Mental Retardation, published four times a year by The Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091-1589. $28/year, U.S.; $32/year, all other countries.

Entourage, published four times per year by The G. Allan Roeher Institute Publications, Kinsmen Building, York University Campus, 4700 Keele Street, Downsview, Ontario, Canada, M3J 1P3. $16/year in Canada, $18/year, in all other countries, including U.S.

Exceptional Children, published six times per year by The Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091-1589. $35/year, U.S.; $39.50/year, all other countries.

Exceptional Parent, published eight times per year by Psy-ED Corporation, 1170 Commonwealth Avenue, Third Floor, Boston, MA 02134. $16/year, U.S.; $22/year, all other countries.

Journal of The Association for Persons with Severe Handicaps, published four times per year by The Association for Persons with Severe Handicaps (TASH), 11201 Greenwood Avenue North, Seattle, WA 98133. Available to TASH members. Regular membership: $65/year, U.S.; $71/year, all other countries.

Teacher Education and Special Education, published four times per year by Special Press, Suite 2107, 11230 West Avenue, San Antonio, TX 78213. $18/year, U.S.; $23/year, all other countries.

Teaching Exceptional Children, published four times per year by The Council for Exceptional Children, 1920 Association Drive, Reston, VA 22091-1589. $20/year, U.S.; $23/year, all other countries.
 

NEWSLETTERS

ARC News in Colorado, published by ARC Colorado, Colorado Life Center, 1600 Sherman Street, Suite 750, Denver, CO 80203-1611. Telephone: (303) 832-1722. No cost.

ARCHtype, published four times per year by Advocacy Resource Centre for the Handicapped, 40 Orchard View Boulevard, Suite 255, Toronto, Ontario, Canada M9R 1B9. Telephone: (416) 4892-1254. Cost: $10/year, consumer rate; $20/year, professional or organizational rate.

Integration News, published by the Integration Action Group, 19 Rivercove Drive, Islington, Ontario, Canada M9B 4Y8. Cost: $15/year, family; $25/year, organization.

New England Index Newsletter, published by University of Vermont, Center for Developmental Disabilities, 499C Waterman Building, Burlington, VT 05405-0160. Telephone: (617) 642-0248. Cost $1/issue.

PACESETTER, published by PACER Center, Inc., 4826 Chicago Avenue South, Minneapolis, MN 55417-1055. Telephone: (612) 827-2966. Cost: $6/year, Minnesota parents of children with disabilities; $12/year, all others.

The Safety Net is published four times per year by the SAFE (Schools Are For Everyone) Coalition, Box 583, Syracuse, NY 13210. Telephone: (518) 377-8903 (Contact: Marilyn Wessels). Cost: Membership: Parent, family member or student, $15/year; service provider, $30/year (subscription only, $25/year).

Speakout, published three times per year by PEAK Parent Center, 6055 Lehman Drive, Colorado Springs, CO 80918. Telephone: (719) 531-9400. Cost: Free to parents of children with disabilities, $9/year for all others.

TASH Newsletter, published monthly by The Association for Persons with Severe Handicaps, 11201 Greenwood Avenue North, Seattle, WA 98133. Telephone: (206) 361-8870. Cost: Regular membership: $65/year, U.S.; $71/year, all other countries.

The Decision Maker, published by University of Vermont, Center for Developmental Disabilities, 499C Waterman Building, Burlington, VT 05405-0160. Telephone: (802) 565-1146. Cost: $1/issue.

TEXTS/BOOKS

Biklen, D., Ferguson, D., & Ford, A. (Eds.). (1989). Schooling and disability: Eighty-eighth yearbook of the National Society for the Study of Education, Part II. Chicago: University of Chicago Press.

Berres, M. S., & Knoblock, P. (Eds.). (1987). Program models for mainstreaming: Integrating students with moderate to severe disabilities. Rockville, MD: Aspen Publishers.

Biklen, D. (1985). Achieving the complete school: Strategies for effective mainstreaming. New York, NY: Teachers College Press.

Cairo, S., Cairo, J., & Cairo, T. (1985). Our brother has Down Syndrome: An introduction for children. Toronto: Annick Press, Ltd.

Ford, A., Schnorr, R., Meyer, L., Black, J., & Dempsey, P. (Eds.). (1989). The Syracuse community-referenced curriculum guide for students with moderate and severe disabilities. Baltimore: Paul H. Brookes Publishing Co.

Gaylord-Ross, R. (Ed.). (1989). Integration strategies for persons with severe handicaps. Baltimore: Paul H. Brookes Publishing Co.

Lipsky, D. K., & Gartner, A. (Eds.). (1989). Beyond separate education: Quality education for all. Baltimore: Paul H. Brookes Publishing Co.

Mount, B., & Zwernik, K. (1988). It's never too early, it's never too late: A booklet about personal futures planning. St. Paul, MN: Metropolitan Council.

Perske, R., & Perske, M. (1988). Circles of friends: People with disabilities and their friends enrich the lives of one another. Nashville: Abingdon Press.

Reynolds, M., & Birch, J. (1988). Adaptive mainstreaming: A primer for teachers and principals. New York: Longman.

Sailor, W., Anderson, J., Doering, K. F., Filler, J., Goetz, L., & Halvorsen, A. T. (1989). The comprehensive local school: Regular education for all students with disabilities. Baltimore: Paul H. Brookes Publishing Co.

Schnorr, R., Ford, A., Davern, L., Park-Lee, S., & Meyer, L. (Eds.). (1989). The Syracuse curriculum revision manual: A group process for developing a community-referenced curriculum guide. Baltimore: Paul H. Brookes Publishing Co.

Stainback, S., Stainback, W., & Forest, M. (Eds.). (1989). Educating all students in the mainstream of regular education. Baltimore: Paul H. Brookes Publishing Co.

Stainback, W., & Stainback, S. (Eds.). (in press). Support systems for educating all students in the mainstream. Baltimore: Paul H. Brookes Publishing Co.

Zins, J., Curtis, M., Graden, J., & Ponti, C. (1988). Helping students succeed in the regular classroom: A guide for developing intervention assistance programs. San Francisco: Jossey-Bass.

NEWSLETTER/JOURNAL ARTICLES AND BOOK CHAPTERS

Biklen, D. (1987). The integration question: Educational and residential placement issues. In D. Cohen, A. Donnellan, & R. Paul (Eds.), Handbook of autism and pervasive developmental disorders (pp. 653-667). New York: John Wiley & Sons.

Danielson, L., & Bellamy, T. (1989). State variation in placement of children with handicaps in segregated environments. Exceptional Children, 55, 448-455.

Forest, M., & Pearpoint, J. (1990). Supports for addressing severe maladaptive behaviors. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 187-197). Baltimore: Paul H. Brookes Publishing Co.

Office of Special Education and Rehabilitative Services. (1987, Spring). Effective partnerships: An OSERS initiative. OSERS News in Print.

Thousand, J., & Villa, R. (1990). Sharing expertise and responsibilities through teaching teams. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 151-166). Baltimore: Paul H. Brookes Publishing Co.

Vandercook, T., & York, J. (1990). A team approach to program development and support. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 95-122). Baltimore: Paul H. Brookes Publishing Co.

Vandercook, T., Wolff, S., York, J., & Gaylord, V. (Eds.). (1989). What's working. . . in integrated education? Minneapolis, MN: University of Minnesota, Institute on Community Integration.

Villa, R., & Thousand, J. (in press). Administrative supports to promote inclusive schooling. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 201-218). Baltimore: Paul H. Brookes Publishing Co.

AUTHOR: Ainscow, M. (Ed.).

PUBLICATION INFORMATION: 1991

Distributed exclusively in North America by:

Among the literature that addresses the need for inclusive ducation, this book is unique in perspective. The contributors critique traditional practices and put forth alternatives in view of information from fields outside of education, including sociology, psychology, and political theory.

From this broad perspective, the first three chapters provide an understanding of the need to redefine the problem of exclusionary educational practices as they exist within an organizational and societal context. Chapters three through nine discuss strategies for accommodating diversity such as assessment, evaluation, more supportive staff roles, and teaching techniques. Though the general concepts presented here are similar to those found in other literature, some of the specific ideas are unique. The concluding chapters address the area of staff development with specific strategies for promoting innovation through reflective practice.
 

TITLE: Achieving the complete school: Strategies for effective mainstreaming

AUTHOR: Biklen, D.

PUBLICATION INFORMATION: 1985

This book clearly examines principles and strategies for use in achieving successful integration of students, including those with severe disabilities, into regular classrooms in neighborhood schools. Although there are separate chapters to address the particular role of several different groups--district special education administrator, school building principal, teacher, and parent--they emphasize and show that each group becomes "more effective when it understands the basic nature of the other groups' roles."

Coauthors of specific chapters include Robert Bogdan, Stanford J. Searl, Jr., Steven J. Taylor, and Dianne Ferguson. The 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 mainstreaming work. Numerous case examples illustrate the complexities involved in mainstreaming, 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 has been drawn from two extensive studies funded by the National Institute of Education and the U.S. Department of Education, and carried out simultaneously over three years.
 

TITLE: Schooling and disability: Eighty eighth yearbook of the National Society for the Study of Education, Part II

AUTHORS: Biklen, D., Ferguson, D., & Ford, A.

PUBLICATION INFORMATION: 1989

This book was written for the National Society for the Study of Education as a comprehensive yearbook, examining issues in education and students who have disabilities. Specifically, the authors explore the relationship of special and "regular" education, and raise broad issues of ideology and policy, including examples of effective educational practices. The book is divided into four sections: section one envisions what schools might look like in order to include all students; section two discusses the goals of education for students with disabilities and their place in schools; section three focuses on current practices with an examination of educational evaluation; and finally, the concluding chapter outlines a vision of educational reform to build schools as inclusive communities. The main audience for this book is the educator who is typically not a "special" educator.

This book is an excellent resource for those who wish to become informed on these issues of education and disability. The contributors include many perspectives such as a parental viewpoint, an adult who has a disability, as well as the professional perspective. It is highly readable in addition to being scholarly. The strategies and themes which are mentioned in the concluding chapter are helpful, and could be applied by school administrators. This book is a must-read for all educators.
 

TITLE: The elementary/secondary system

AUTHOR:Ferguson, D. L. and various members of the Specialized Training Program Schools Project

PUBLICATION INFORMATION:

For ordering information, call or write:

The Elementary/Secondary System (ESS) is an on going project designed by teachers to solve problems related to developing, implementing, and testing innovative practices for elementary, middle, and high school students with severe disabilities. Currently, seven key components are addressed, each in a set of material that can be purchased individually. Following is a list of the seven components.

Component 1: Activity Based Curriculum

Component 2: Innovative Instructional Strategies

Component 3: Organization: Planning and Information

Component 4: Achieving Student, Staff and Program Integration

Component 5: Transitions

Component 6: Making Changes

Component 7: Employment

TITLE: Integration strategies for students with handicaps

AUTHOR: Gaylord-Ross, R. (Ed.)

PUBLICATION INFORMATION: 1989

Written as an introductory textbook for regular and special educators in training, this book represents a commitment to progressive inclusion for students with handicaps. The book is divided into three main sections: (1) the education of students with different types of disabilities; (2) innovative techniques in integration; and (3) the ecology of delivering services to persons with disabilities. Each chapter provides practical information, with actual teaching techniques in real situations being put forth. Not only is this book helpful for teachers, school administrators, and school psychologists, but parents would also benefit from it.

While the strategies for supporting or teaching students with specific disabilities are helpful, it is important for the reader to recognize that each student is an individual first, and that there are no prescribed techniques for teaching based on specific disabilities. It would be erroneous for the reader to conclude that this is a "cookbook" for integration and disability. The innovative techniques for integration span a wide spectrum of options, and provide the reader with some interesting ideas.
 

TITLE: Beyond separate education: Quality education for all

AUTHOR: Lipsky, D. K., & Gartner, A. (Eds.)

PUBLICATION INFORMATION: 1989

Creating exemplary programs for all students is the main impetus for this book. The editors wish to challenge the division between special and regular education, and offer suggestions for combining the dual systems. This book contains four sections: (1) the background of special education and the current situation in education, (2) a discussion of schools and classrooms with a focus on integration, (3) teacher preparation, roles of parents, advocates, and the relationships of students in integrated settings, and (4) the future of public policy and the views of disability in current models of special education. The book would be helpful to teachers, administrators, and those who are interested in public policy in education.

The book attempts to cover many issues in mainstreaming, and does so in a coherent, theoretical manner. It is an interesting combination of strategies and policy issues, and the focus of the book is broad. Sections of the book will appeal to people for various reasons, but it is hard to say whether the whole book would be read in its entirety by every reader. Nevertheless, it is a compelling volume.
 

TITLE: Extraordinary children, ordinary lives: Stories behind special education law

AUTHOR: Martin, R.

PUBLICATION INFORMATION: 1991

Reed Martin, an attorney involved in many of the legal cases which have shaped special education law, uses his experiences to illustrate the key issues in application of these laws to real lives. The stories of ten families are portrayed in the context of 12 chapters, each addressing a particular issue. This book is most beneficial to families who are struggling to improve their child's educational program.

Beginning with the basics, Martin explains the true spirit of the IEP, parental involvement, evaluation, and designing individualized programs. For the parent who is not aware of what they are entitled to under the law, the book offers an understanding of such services as extended school year and extended school day.

Though Martin describes cases in which what "won were good procedure and good programming for children", the reader who believes in inclusive education for all children is left frustrated by the weakness of the law. Decisions based on the "letter of the law" often do not lead to quality education. For the many parents who therefore end up in the long process of litigation and appeals, Martin presents valuable information on parental reimbursement, impartial hearings, and attorney fee awards.
 

TITLE: The comprehensive local school: Regular education for all students with disabilities

AUTHORS:Sailor, W., Anderson, J., Doering, K. F., Filler, J., Goetz, L., & Halvorsen, A. T.

PUBLICATION INFORMATION: 1989

The main premise of this book is that all children with special needs should have the option of receiving an appropriate education at their local school, which a student would attend if he or she were not labeled. The authors present a comprehensive educational service delivery model which extends the concept of the LRE to the local school. Five age groups are presented in this book for discussion of regular education placements: preschool, elementary, middle school, secondary school, and young adulthood. School administrators would be primarily interested in this book.

The authors pose the following question: How much and under what conditions should students with disabilities be integrated in regular classes? It is the opinion of some people that this question does not adequately cover the issue. Some advocates of integration would argue that all students, regardless of disability, should be educated within the regular classroom. As long as the LRE concept exists, full integration and equality for all students will not be realized.
 

TITLE: Curriculum considerations in inclusive classrooms: Facilitating learning for all students

AUTHORS: Stainback, S., & Stainback, W. (Eds.).

PUBLICATION INFORMATION: 1992

In the struggle to provide a better education to students with severe disabilities, educators have learned a great deal about what is important for all children. Their efforts have resulted in a movement toward inclusive education. This book provides a thorough discussion of the underlying assumptions of inclusive communities as they are applied to the classroom; guidelines for adapting and developing curriculum; practical strategies for implementing curricular decisions; and ideas about collaboration among school personnel, students, and families.

With a focus on curriculum, the book is most valuable to those educators interested in developing inclusive schools and classrooms but who are struggling with the question of "what and how do I teach a diversity of learners?". Stainback and Stainback provide a comprehensive look at the goals, strategies, and ways of measuring success that is needed in bringing students with differing abilities together. They also show how this approach depends on restructuring the roles of students, educators, and families to allow for more collaborative relationships. Sections of the book deal with each of these relationships.

The last section of the book deals with "related issues" such as the family's perspective, extracurricular activities, and the current and future trends in this effort toward developing more inclusive education. The most important contribution of this book is the perspective it offers. Issues are addressed in terms of improving the lives of all students.
 

TITLE: Educating all students in the mainstream of regular education

AUTHORS: Stainback, S., Stainback, W., & Forest, M.

PUBLICATION INFORMATION: 1989

This book is an excellent compilation which addresses the merging of special and regular education, and for educating all students in the mainstream of regular education. Six major areas are outlined in the text: (1) an introduction and historical overview of education integration and a rationale for merging special and regular education; (2) three case examples of situations involving integration; (3) strategies for enhancing quality and equality in integrated schools; (4) educational practices for integrated classroom settings; (5) broadening integration and equality beyond schools through family participation and community participation; and (6) concerns relevant to the education of students in integrated schools and classrooms. This book would appeal to a wide range of readers including teachers, parents, students, administrators and advocates.

The organization of this book is excellent. Throughout the text there are "points to ponder" which challenge the reader. The chapter on assessment procedures for the classroom relies heavily on quantitative approaches, and could have included qualitative strategies as well. This book is state-of-the-art in terms of integrated education.

TITLE: Restructuring for caring and effective education: An administrative guide to creating heterogeneous schools

AUTHOR: Villa, R. A., Thousand, J. S., Stainback, W., & Stainback, S.

PUBLICATION INFORMATION: 1992

This book is a collaborative effort between professionals with regular and special education backgrounds. The information presented is relevant to all education personnel, policy makers, and parents. Using marriage as a metaphor the book explores the issues of uniting the special and regular education systems.

The book has four sections beginning with a "Rationale for Restructuring and the Change Process." The opening chapters provide a foundation for educational reform that embraces the responsibilities for children traditionally assumed primarily by families. In order to effectively meet the needs of all children, schools must become communities that support children in their need to belong and make a contribution. Realizing that there is not one right way of creating an inclusive school, part II describes the experiences and perspectives of several school systems that have produced better outcomes for students. Part III offers strategies to gain the support of school leaders, policy makers, and the community in the change process. The final section includes a particularly interesting discussion of the limitations of the concept of the least restrictive environment. It helps the reader to understand that the changes discussed in this book are based on the belief that inclusive education is a human rights issue.