Letters To The Editor

Bickel, W.E. , & Bickel, D.D. (1986). Effective schools, classrooms, and instruction: Implications for special education. Exceptional Children, 52(5), 489–500.

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

Bogdan, R. , & Kugelmass, J. (1984). Case studies of mainstreaming: A symbiotic interactionist approach to specialschooling. In L. Barton & S. Tomlinson (Eds.), Special education and social interests (pp. 165–183). London: Croom-Helm.

Edmonds, R. (1979a). Effective schools for the urban poor. Educational Leadership, 37, 15–27.

Edmonds, R.R. (19796). Someschools work and more can. Social Policy, 9(5), 28–32.

Gardner, H. (1983). Frames of mind: The theory of multivle intellinences. New York: Basic Books.

Gartner, A. , Kohler, M.C. , & Riessman, F. (1971). Children teaching children. New York: Harper and Row.

Gartner, A. , & Lipsky, D.K. (1987). Beyondspecia1 education: Toward a quality system for all students. Harvard Educational Review, 57(4), 367–395.

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

Jenkins, J.R. , & Jenkins, L.M. (1981). Cross age and peer tutoring: Help for children with learning problems. Reston, VA: Council for Exceptional Children.

Jewell, J. (1985). One school's search for excellence. Teaching Exceptional Children, 17, 140–144.

Kuhn, T.S. (Ed.). (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.

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(1), 69–74.

Osguthorpe, R. T. , & Scruggs, T.E. (1986). Special education students as tutors: A review and analysis. Remedialand special Education, 7(4), 15–26.

Peterson, D. , Albert, S.S. , Foxworth, A.M. , Cox, L.S. , & Tilly, B.K. (1985). Effective schools for all students: Current efforts and future directions. Teaching Exceptional Children, 17, 106–110.

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

Skrtic, T (1986). The crisis in special education knowledge: A perspective. Focus on Exceptional Children, 17(7), 1–16.

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