Charles Hedbring/Program STEPPE



Below is a set of references pertinent to Full Inclusion, a term often controversial to veteran special educators and regular education teachers. All refs are taken from Biblio-Refs (click on "Download" above). Biblio-Refs contains dozens more references on subjects relevant to full inclusion So download Win95 Biblio-Refs and stay abreast of the ongoing issues impacting regular, remedial, "inclusion" and special education.

  Full Inclusion 
 

(P.S.: Review this and all STEPPE/Hedbring reference lists often; they are in constant flux as new literature is uncovered, recommended, or encountered. We are all in this together, so please be quick and eager to point out errors or additional literature you find compelling. Thank you.)

Abraham, F.D., & Gilgen, A.R. (Eds.). (1995). Chaos theory in psychology. Westport, CT: Praeger.

Abrahamson, L.S. (1991). The probative weight of the "mainstreaming" requirement under the EHA. Northern Illinois Law Review, 12, 93-131.

Affleck, J., Madge, S., Adams, A., & Lowenbraun, S. (1988). Integrated classroom versus resource model: Academic viability and effectiveness. Exceptional Children, 54, 339-348.

Almond, P., Rodgers, S., & Krug, D. (1979). Mainstreaming: A model for including elementary students in the severely handicapped classroom. Teaching Exceptional Children, 11, 135-139.

Axelrod, S. (1992). Disseminating an effective educational technology. Journal of Applied Behavior Analysis, 25, 31-35.

Baker, J.M., & Zigmond, N. (1990). Are regular education classes equipped to accommodate students with learning disabilities? Exceptional Children, 56, 515- 526.

Bartlett, L. (1993). Economic cost factors in providing a free appropriate public education for handicapped children: The legal perspective. Journal of Law & Education, 22, 27-60.

Beck, J., Broers, J., Hogue, E., Shipstead, J., & Knowlton, E. (1994). Strategies for functional community based instruction and inclusion for children with mental retardation. Teaching Exceptional Children, 26, 44-48.

Baer, D.M. (1977). Reviewer's comment: Just because it's reliable doesn't mean that you can use it. Journal of Applied Behavior Analysis, 10, 117-119.

Baer, D.M. (1977). Perhaps it would be better not to know everything. Journal of Applied Behavior Analysis, 10, 167-172.

Baer, D.M. (1978). The behavioral analysis of trouble. In K.E. Allen, V.A. Holm, & R.L. Schiefelbusch (Eds.), Early intervention--a team approach (pp. 57-93). Baltimore: University Park Press.

Baer, D.M. (1981). A hung jury and a Scottish verdict: "Not proven". Analysis and Intervention in Developmental Disabilities, 1, 91-97.

Baer, D.M. (1984). We already have multiple jeopardy; why try for unending jeopardy? In W.L. Heward, T.E. Heron, D.S. Hill, & J. Trapp-Porter (Eds.), Focus on behavior analysis in education (pp. 296-299). Columbus, OH: Charles E. Merrill.

Baer, D.M., & Wolf, M.M. (1970). The entry into natural communities of reinforcement. In R. Ulrich, T. Stachnik, & J. Mabry (Eds.), Control of human be- havior (Vol. 2, pp. 319-324). Glenview, IL: Scott, Foresman.

Billingsley, F., Gallucci, C., Peck, C.A., Schwartz, I.S., & Staub, D. (1996). "But those kids can't even do math": An alternative conceptualization of outcomes for inclusive education. Special Education Leadership Review, 3, 43-55.

Bloom, B.S. (1971). Mastery learning. In J.H. Block (Ed.), Mastery learning: Theory and practice (pp. 47-63). New York: Holt, Rinehart and Winston.

Bloom, B.S. (1980). The new direction in educational research: Alterable variables. Phi Delta Kappan, 61, 382-385.

Bloom, B.S. (Ed.). (1981). All our children learning. New York: McGraw-Hill.

Bradley, V., Ashbaugh, J., & Blaney, B. (Eds.). (1994). Creating individual supports for people with developmental disabilities: A mandate for change at many levels. Baltimore: Brookes.

Braybrooke, D., & Lindblom, C.E. (1963). The strategy of disjointed incrementalism. In D. Braybrooke & C.E. Lindblom, A strategy of decision: Policy evaluation as a social process (pp. 81-110). New York: The Free Press.

Broadwell, C.A., & Walden, J.C. (1988). "Free appropriate public education" after Rowley: An analysis of recent court decisions. Journal of Law & Education, 17, 35-51.

Burton, T.A., & Hirshoren, A. (1979). The education of severely and profoundly retarded children: Are we sacrificing the child to the concept? Exceptional Children, 45, 598-602.

Burton, T.A., & Hirshoren, A. (1979). Some further thoughts and clarifications on the education of severely and profoundly retarded children. Exceptional Children, 45, 618-625.

Carlberg, C., & Kavale, K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. Journal of Special Education, 14, 295-309.

Carr, E.G., Levin, L., McConnachie, G., Carlson, J.I., Kemp, D.C., & Smith, C.E. (1994). Communication-based intervention for problem behavior: A user's guide for producing positive change. Baltimore: Brookes.

Carroll, J.B. (1963). A model of school learning. Teachers College Record, 64, 723-733.

Chaffin, J.D. (1974). Will the real "mainstreaming" program please stand up! (or...should Dunn have done it?). Focus on Exceptional Children, 7, 1-12.

Clark, K.E. (1994). The cost of a free education for disabled children. Journal of Law & Education, 23, 614-620.

Cohen, J., & Stewart. I. (1994). The collapse of chaos: Discovering simplicity in a complex world. New York: Viking.

Colley, R. (1981). Education for All Handicapped Children Act (EHA): A statutory and legal analysis. Journal of Law & Education, 10, 137-161.

Cooke, T., Apolloni, T., & Cooke, S.A. (1977). Normal preshool children as behavioral models for retarded classmates. Child Study Journal, 8, 1-8.

Culhane, J.G. (1992). Reinvigorating educational malpractice claims: A representational focus. Washington Law Review, 67, 349-414.

Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Children, K.E., White, R., & Falk, G.D. (1993). Functional analysis of classroom variables for students with emotional and behavioral challenges. Behavioral Disorders, 18, 275-291.

Drimmer, J.C. (1993). Cripples, overcomers, and civil rights: Tracing the evolution of federal legislation and social policy for people with disabilities. UCLA Law Review, 40, 1341-1410.

Dror, Y. (1964). Muddling through--"Science" or inertia? Public Administration Review, 24, 153-157.

Ellis, N.R., Balla, D., Estes, O., Warren, S.A., Meyers, C.E., Hollis, J., Isaacson, L., Palk, B.E., & Siegel, P.S. (1981). Common sense in the rehabilitation of mentally retarded persons: A reply to Menolascino and McGee. Mental Retardation, 19, 221-225.

Ellis, N.R., Deacon, J.R., Harris, L.A., Poor, A., Angers, D., Diorio, M.S., Watkins, S., Boyd, B.D., & Cavalier, A.R. (1982). Learning, memory, and transfer in profoundly, severely, and moderately mentally retarded persons. American Journal of Mental Deficiency, 87, 186-196.

Elson, J.S. (1985). Suing to make schools effective, or how to make a bad situation worse: A response to Ratner. Texas Law Review, 63, 889-917.

Elster, J. (1990). Norms of revenge. Ethics. 100, 862-885.

Engel, D.M. (1991). Law, culture, and children with disabilities: Educational rights and the construction of difference. Duke Law Journal, 40, 166-205.

Etzel, B.C., & LeBlanc, J.M. (1979). The simplest treatment alternative: The law of parsimony applied to choosing appropriate instructional control and errorless learning procedures for the difficult to teach child. Journal of Autism and Developmental Disorders, 9, 361-382.

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

Fantuzzo, J., & Atkins, M. (1992). Applied behavior analysis for educators: Teacher centered and classroom based. Journal of Applied Behavior Analysis, 25, 37-42.

Fenrick, N.J., & McDonnell, J.J. (1980). Junior high students as teachers of the severely retarded: Training and generalization. Education and Training of the Mentally Retarded, 15, 187-194.

Fossey, R.H., & Zirkel, P.A. (1994). Educational malpractice and students with disabilities: "Special" cases of liability? Journal of Law & Education, 23, 25- 45.

Fuchs, D., & Fuchs, L.S. (1994). Inclusive schools movement and the radicalization of special education reform. Exceptional Children, 60, 294-309.

Garner, R. (1992). Learning from school texts. Educational Psychologist, 27, 53-63.

Gerber, M.M. (1988). Tolerance and technology of instruction: Implications for special education reform. Exceptional Children, 54, 309-314.

Gerber, M.M. (1995). Inclusion at the higher-water mark? Some thoughts on Zigmond and Baker's case studies of inclusive educational programs. The Journal of Special Education, 29, 181-191.

Gerber, M.M., & Semmel, M.I. (1984). Teacher as imperfect test: Reconceptualizing the referral process. Educational Psychologist, 19, 137-148.

Gerber, M.M., & Semmel, M.I. (1985). The microeconomics of referral and reintegration: A paradigm for evaluation of special education. Studies in Educational Evaluation, 11, 13-29.

Giangreco, M.F., & Putnam, J.W. (1991). Supporting the education of students with severe disabilities in regular education environments. In L.H. Meyer, C.A. Peck, & L. Brown (Eds.), Critical issues in the lives of people with severe disabilities (pp. 245-270). Baltimore: Brookes.

Glennon, T. (1993). Disabling ambiguities: Confronting barriers to the education of students with emotional disabilities. Tennessee Law Review, 60, 295-364.

Goetz, L., & Sailor, W. (1990). Much ado about babies, murky bath water, and trickle down politics: A reply to Kauffman. The Journal of Special Education, 24, 334-339.

Green, C.W., Reid, D.H., White, L.K., Halford, R.C., Brittain, D.P., & Gardner, S.M. (1988). Identifying reinforcers for persons with profound handicaps: Staff opinion versus systematic assessment of preferences. Journal of Applied Behavior Analysis, 21, 31-43.

Guess, D., & Sailer, W. (1993). Chaos theory and the study of human behavior: Implications for special education and developmental disabilities. The Journal of Special Education, 27, 16-34.

Hallahan, D.P., Keller, C., McKinney, J., Lloyd, J., & Bryan, T. (1988). Examining the research base of the Regular Education Initative: Efficacy studies and the Adaptive Learning Environments Model. Journal of Learning Disabilities, 21, 29-55.

Hanline, M.F. (1993). Inclusion of preschoolers with profound disabilities: An analysis of children's interactions. Journal of The Association for Persons with Severe Handicaps, 18, 28-35.

Hanline, M.F., & Murray, C. (1984). Integrating severely handicapped children into regular public schools. Phi Delta Kappan, 65, 273-276.

Hardin, G. (1968). The tragedy of the commons. Science, 162, 1243-1248.

Hart, B., & Risley, T. (1995). Meaningful differences in the everyday experience of young American children. Baltimore: Brookes.

Hing, B.O. (1993). Beyond the rhetoric of assimilation and cultural pluralism: Addressing the tension of separatism and conflict in an immigration-driven multiracial society. California Law Review, 81, 863-925.

Hirshoren, A., & Burton, T.A. (1979). Teaching academic skills to trainable mentally retarded children: A study in tautology. Mental Retardation, 17, 177-179.

Horner, R., & Carr, E. (1997). Behavioral support for students with severe disabilities: Functional assessment and comprehensive intervention. The Journal of Special Education, 31, 84-104.

Horner, R., Jones, D.R., & Williams, J.A. (1985). A functional approach to teaching generalized street crossing. Journal of The Association for Persons with Severe Handicaps, 10, 7-20.

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

Hunt, P., Staub, D., Alwell, M., & Goetz, L. (1994). Achievement of all students within the context of cooperative learning groups. Journal of The Association for Persons with Severe Handicaps, 9, 290-301.

Jenkins, J.R., Jewell, M., Leicester, N., Jenkins, L.M., & Troutner, N.M. (1991). Development of a school building model for educating students with handicaps and at-risk students in general education classrooms. Journal of Learning Disabilities, 24, 311-320.

Jenkins, J.R., Jewell, M., Leicester, N., O'Connor, R.E., Jenkins, L.M., & Troutner, N.M. (1994). Accommodations for individual differences without classroom ability groups: An experiment in school restructuring. Exceptional Children, 60, 344-358.

Kaufman, M., Kameenui, E., Birman, B., & Danielson, L. (1990). Special education and the process of change: Victim or master of educational reform? Exceptional Children, 57, 109-115.

Kaiser, A.P., Yoder, P.J., & Keetz, A. (1992). Evaluating milieu teaching. In S.F. warren & J. Reichle (Eds.), Causes and effects in communication and language intervention (pp. 9-47). Baltimore: Brookes.

Keller, F.S. (1968). "Goodbye teacher...". Journal of Applied Behavior Analysis, 1, 79-89.

Kirp, D.L. (1973). Schools as sorters: The constitutional and policy implications of student classification. University of Pennsylvania Law Review, 121, 705-797.

Kirp, D.L. (1974). Student classification, public policy, and the courts. Har- vard Educational Review, 44, 7-52.

Koegel, L.K., Koegel, R.L., & Dunlap, G. (Eds.). (1996). Positive behavioral support: Including people with difficult behavior in the community. Baltimore: Brookes.

Kohl, F., Moses, L.G., & Stettner-Eaton, B.A. (1983). The results of teaching fifth and sixth graders to be instructional trainers wtih students who are severely handicapped. Journal of The Association for Persons with Severe Handicaps, 8, 32-40.

Kohler, F.W., & Strain, P.S. (1990). Peer-assisted interventions: Early promises, notable achievements, and future aspirations. Clinical Psychology Review, 10, 441-452.

Lindblom, C.E. (1959). The science of "muddling through". Public Administration Review, 19, 79-88.

Linehan, S.L., & Brady, M.P. (1995). Functional versus developmental assessment: Influences on instructional planning decisions. Journal of Special Education, 29, 295-309.

Lytle, S., & Cochran-Smith, M. (1992). Teacher research as a way of knowing. Harvard Educational Review, 62, 447-474.

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

Mason, S.A., McGee, G.G., Farmer-Dougan, V., & Risley, T.R. (1989). A practical strategy for ongoing reinforcer assessment. Journal of Applied Behavior Analysis, 22, 171-179.

McCloskey, M.E., & Glucksberg, S. (1978). Natural categories: Well defined or fuzzy sets? Memory & Cognition, 6, 462-472.

McClung, M.S. (1979). Competency testing programs: Legal and educational issues. Fordham Law Review, 47, 651-712.

McNeill, D., & Freiberger, P. (1993). Fuzzy logic. New York: Simon & Schuster.

Meredith, B., & Underwood, J. (1995). Irreconcilable differences? Defining the rising conflict between regular and special education. Journal of Law & Education, 24, 195-226.

Murphy, G. (1982). Sensory reinforcement in the mentally handicapped and autistic child: A review. Journal of Autism and Developmental Disorders, 12, 265-278.

Osnes, P.G., Guevremont, D.C., & Stokes, T.F. (1986). If I say I'll talk more, then I will: Correspondence training to increase peer directed talk by socially withdrawn children. Behavior Modification, 16, 81-99.

Platt, J.R. (1964). Strong inference. Science, 146, 1-7.

Platt, J.R. (1973). Social traps. American Psychologist, 23, 641-651.

Rainforth, B., York, J., & MacDonald, C. (1992). Collaborative individualized education programs. In B. Rainforth, J. York, & C. Macdonald (Eds.), Collaborative teams for students with severe disabilities (pp. 157-177). Baltimore: Brookes.

Ratner, G.M. (1985). A new legal duty for urban public schools: Effective education in basic skills. Texas Law Review, 63, 777-864.

Reynolds, M.C., Wang, M.C., & Walberg, H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53, 391-398.

Riley, R.W. (1994). Redefining the federal role in education: Toward a framework for higher standards, improved schools, broader opportunities and new responsibilities for all. Journal of Law & Education, 23, 295-361.

Rincover, A., Cook, R., Peoples, A., & Packard, D. (1979). Sensory extinction and sensory reinforcement principles for programming multiple adaptive behavior change. Journal of Applied Behavior Analysis, 12, 221-233.

Robertson, R., & Combs, A. (Eds). (1995). Chaos theory in psychology and the life sciences. Hillsdale, NJ: Erlbaum.

Roos, P. (1979). Custodial care for the "subtrainable"--revisiting an old myth. Law and Psychology Review, 5, 1-14.

Roos, P. (1979). The law and mentally retarded people: An uncertain future. Stanford Law Review, 31, 613-624.

Ryndak, D.L., & Alper, S. (1996). Curriculum content for students with moderate and severe disabilities in inclusive settings. Boston: Allyn & Bacon.

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. Journal of the Association for Persons with Severe Handicaps, 20, 147-157.

Sailor, W. (1991). Special education in the restructured school. Remedial and Special Education, 12(6), 8-22.

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

Sailor, W., Gee, K., Goetz, L., & Graham, N. (1988). Progress in educating students with the most severe disabilities: Is there any? Journal of The Association for Persons with Severe Handicaps, 13(2), 87-89.

Sailor, W., Gee, K., & Karasoff, P. (1993). Full inclusion and school restructuring. In M. Snell (Ed.), Instruction of students with severe disabilities (pp. 1-30). New York: Macmillan.

Salisbury, C.L., & Chambers, A. (1994). Instructional costs of inclusive schooling. Journal of The Association for Persons with Severe Handicaps, 19, 215-222.

Salisbury, C.L., & Vincent, L. (1990). Criterion of the next environment and best practices: Mainstreaming and integration 10 years later. Topics in Early Childhood Special Education, 10(2), 78-89.

Salisbury, C.L., Palombaro, M.M., & Hollowood, T.M. (1993). On the nature and change of an inclusive elementary school. Journal of the Association of Persons with Severe Handicaps, 18, 75-84.

Schleien, S.J., Ray, M.T., & Green, F.P. (1997). Community recreation and people with disabilities: Strategies for inclusion (2nd ed.). Baltimore: Brookes.

Schwartz, I.S., Staub, D., Gallucci, C., & Peck, C.A. (1995). Blending qualitative and behavior analytic research methods to evaluate outcomes in inclusive schools, 5, 93-106.

Silberberg, N.E., & Silberberg, M.C. (1969). The bookless curriculum: An educational alternative. Journal of Learning Disabilities, 2, 307-307.

Slavin, R.E. (1987). A theory of school and classroom organization. Educational Psychologist, 22, 89-108.

Slavin, R.E., Madden, N., Karweit, B.L., & Dolan, L. (1989). Success for all: First outcomes of a comprehensive plan for reforming urban education. American Educational Research Journal, 27, 255-278.

Smith, J.O., & Arkans, J.R. (1974). Now more than ever: A case for the special class. Exceptional Children, 41, 497-502.

Snell, M.E., & Browder, D.M. (1986). Community-referenced instruction: Research and issues. Journal of The Association for Persons with Severe Handicaps, 11(1), 1-11.

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Stainback, S., & Stainback, W. (1992). Curriculum consideratiosn on inclusive classrooms: Facilitating learning for all students. Baltimore: Brookes.

Stainback, S., Stainback, W., & Forest, M. (Eds.). (1989). Educating all stu- dents in the mainstream of regular education. Baltimore: Brookes.

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Stokes, T.F., & Baer, D.M. (1977). An implicit technology of generalization. Journal of Applied Behavior Analysis, 10, 349-367.

Stokes, T.F., Baer, D.M., & Jackson, R.L. (1974). Programming the generalization of a greeting response in four retarded children. Journal of Applied Behavior Analysis, 7, 599-610.

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Turnbull, H.R. (1993). Free appropriate public education: The law and children with disabilities (4th ed.). Denver, CO: Love.

Umbreit, J. (1995). Functional assessment and intervention in a regular classroom setting for the disruptive behavior of a student with attention deficit hyperactivity disorder. Behavioral Disorders, 20, 267-278.

Walker, H., Colvin, G., & Ramsey, E. (1995). Antisocial behavior in public school: Strategies and best practices. Pacific Grove, CA: Brookes/Cole.

Wang, M.C. (1992). Adaptive education strategies: Building on diversity. Baltimore: Brookes.

Wang, M.C., & Birch, J. (1984). Comparison of a full-time mainstreaming program and a resource room approach. Exceptional Children, 5, 33-40.

Wang, M.C., & Birch, J. (1984). Effective special education in regular classes. Exceptional Children, 50, 391-398.

Wang, M.C., Haertel, G.D., & Walberg, H.J. (1990). What influences learning? A content analysis of review literature. Journal of Educational Research, 84, 30- 43.

Wang, M.C., Haertel, G.D., & Walberg, H.J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249-294.

Wang, M.C., Haertel, G.D., & Walberg, H.J. (1993). Toward a knowledge base: Why, how, for whom? Review of Educational Research, 63, 365-376.

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

Wang, M.C., Reynolds, M.C., & Walberg, H.J. (1986). Rethinking special educa- tion. Educational Leadership, 44(1), 26-31.

Wang, M.C., Reynolds, M.C., & Walberg, H.J. (1988). Integrating the children of the second system. Phi Delta Kappan, 70, 248-251.

Weber, M.C., & Binkelman, M. (1990). Legal issues in the transition to public school for handicapped infants and children. Journal of Law & Education, 19, 193-206.

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Wilcox, B., & Bellamy, G.T. (Eds.). (1982). Design of high school programs for severely handicapped students. Baltimore: Brookes.

Will, M.C. (1986). Educating children with learning problems. A shared responsi- bility. Exceptional Children, 52, 411-415.

Williams, W., Brown, L., & Certo, N. (1975). Basic components of instructional programs. Theory Into Practice, 14, 123-136.

Winett, R.A., & Winkler, R.C. (1972). Current behavior modification in the classroom: Be still, be quiet, be docile. Journal of Applied Behavior Analysis, 5, 499-504.

Zigmond, N., Jenkins, J.R., Fuchs, L.S., Deno, S.L., Fuchs, D., Baker, J., Jenkins, L., & Coutinho, M. (1995). Special education in restructured schools: Findings from three multi-year studies. Phi Delta Kappan, 76, 531- 540.

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