Education is the most weapon we can use to change the world.

– Nelson Mandela 

References

 

  • Dale Fryxell and Craig H. Kennedy, “Placement Along the Continuum of Services and its Impact on Students’ Social Relationships,” Journal of the Association for Persons with Severe Handicaps 20, no. 4 (1995): 259–269.
  • Diane L. Ryndak, Andrea P. Morrison, and Lynne Sommerstein, “Literacy Prior to and After Inclusion in General Education Settings,” Journal of the Association for Persons with Severe Handicaps 24 (1999): 5–22.
  • Diane L. Ryndak et al., “Long-Term Outcomes of Services for Two Persons with Significant Disabilities with Differing Educational Experiences: A Qualitative Consideration of the Impact of Educational Experiences,” Education and Training in Autism and Developmental Disabilities 45 (2010): 323–338.
  • Diane Ryndak, Lewis B. Jackson, and Julia M. White, “Involvement and Progress in the General Curriculum for Students with Extensive Support Needs: K-12 Inclusive Education Research and Implications for the Future,” Inclusion 1 (2013): 28–49.
  • Edwin Helmstetter et al., “Comparison of General and Special Education Classrooms of Students with Severe Disabilities,” Education and Training in Mental Retardations and Developmental Disabilities 33 (1988): 216–227
  • Falvey, Mary A. (Spring 2004) Toward realization of the least restrictive educational environments for severely handicapped students. Research and Practice for Persons with Severe Disabilities29(1), 9-10.
  • Hollowood, T. M., Salisbury, C. L., Rainforth, B., & Palombaro, M. M. (1995). Use of instructional time in classrooms serving students with and without severe disabilities. Exceptional Children, 61(3), 242-253.
  • Janet S. Sauer and Cheryl M. Jorgenson, “Still Caught in the Continuum: A Critical Analysis of Least Restrictive Environment and its Effect on Placement of Students with Intellectual Disability,” Inclusion 4 (2016): 56–74.
  • Mary D. Fisher and Luanna H. Meyer, “Development and Social Competence after Two Years for Students Enrolled in Inclusive and Self-Contained Educational Programs,” Research and Practice for Persons with Intellectual Disabilities 27, no. 3 (2002): 165–174.
  • Mary Wagner et al., “The Academic Achievement and Functional Performance of Youth with Disabilities,” in A Report of Findings from the National Longitudinal Transition Study-2 (NLTS2) (Menlo Park, CA: SRI International, 2006).
  • Michael Guralnick et al., “Immediate Effects of Mainstream Settings on the Social Interactions and Social Integration of Preschool Children,” American Journal on Mental Retardation 100 (1996): 359–377.
  • Pam Hunt et al., “Evaluating the Effects of Placement of Students with Severe Disabilities in General Education Versus Special Education Classes,” Journal of the Association for Persons with Severe Handicaps 19, no. 3 (1988): 200–214.
  • Peltier, G. L. (1997). The effect of inclusion on non-disabled children: A review of the research.Contemporary Education, 68, 234-238.
  • Sue Buckley, Gillian Bird, Ben Sacks, and Tamsin Archer, “A Comparison of Mainstream and Special Education for Teenagers with Down Syndrome: Implications for Parents and Teachers,” Down Syndrome Research and Practice 9, no. 3 (2006): 54–67;
  • Staub, D. & Peck, C. A. (1995). What are the outcomes for non-disabled students? Educational Leadership, 52, 36- 40.
  • Thomas Hehir et al., A Summary of the Evidence on Inclusive Education (São Paulo, Brazil: Instituto Alana, 2016), accessed on June 8, 2017, https://www.researchgate.net/publication/312084483_A_Summary_of_the_Research_Evidence_on_Inclusive_Education.
  • Xuan Bui et al., “Inclusive Education Research & Practice,” accessed July 10, 2017, http://www.mcie.org/usermedia/application/6/inclusion_works_final.pdf
 
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