Commentary

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

Hallahan, D.P. , & Kauffman, J.M. (1988). Exceptional children: Introduction to special education (4th ed.). Englewood Cliffs, NJ: Prentice-Hall.

Halvorsen, A. , & Sailor, W. (1990). Integration of students with severe and profound disabilities: A review of research. In R. Gaylord-Ross (Ed.), Issues and research in special education (Vol. I, pp. 110–172). New York: Teachers College Press.

Hasazi, S.B. , Johnson, R.E. , Hasazi, J.E. , Gordon, L.R. , & Hull, M. (1989). Employment of youth with and without handicaps following high school: Outcomes and correlates. The Journal of Special Education, 23, 243–255.

Kauffman, J.M. (1989). The Regular Education Initiative as Reagan-Bush education policy: A trickle-down theory of education of the hard-to-teach. The Journal of Special Education, 23, 256–278.

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

Madden, N.A. , & Slavin, R.E. (1983). Cooperative learning and social acceptance of mainstreamed academically handicapped students. The Journal of Special Education, 17, 171–182.

Murray-Seegert, C. (1989). Nasty girls, thugs, and humans like us: Social relations between severely disabled and nondisabled students in high school. Baltimore: Brookes.

Piuma, M.F. (1989). A benefit-cost analysis: The economic impact of integrated and segregated educational service delivery models on the employment of individuals with severe disabilities. Unpublished doctoral dissertation, University of California (Berkeley) and San Francisco State University Joint Doctoral Program in Special Education.

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

Sailor, W. , Goetz, L. , Anderson, J. , Hunt, P. , & Gee, K. (1987). Community intensive instruction as a model for building functional generalized skills. In R. Horner , G. Dunlap , & R. Koegel (Eds.), Generalization and maintenance in applied settings (pp. 67–98). Baltimore: Brookes.

Singer, J.D. (1988). Should special education merge with regular education? Educational Policy, 2, 409–424.

Singer, J.D. , & Butler, J.A. (1987). The Education for All Handicapped Children Act: Schools as agents of social reform. Harvard Educational Review, 57, 125–152.

Singer, J.D., & Raphael, E.S. (August, 1988). Per pupil expenditures for special education: To whom are limited resources provided? Final report Grant No. G00863014, U.S. Office of Education and Office of Special Education and Rehabilitation Services, Washington, DC.

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

Stainback, W. , Stainback, S. , & Bunch, G. (1989). A rationale for the merger of regular and special education. In S. Stainback , W. Stainback , & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 15–26). Baltimore: Brookes.

Vergason, G. , & Anderegg, M.L. (in press). Save the baby! An answer to integrating children of the second system. Phi Delta Kappan.

Verstegen, D.A. , & Clark, D.L. (1988). The diminution in federal expenditures for education during the Reagan administration. Phi Delta Kappan, 70, 134–138.

Voeltz, L. (1980). Children's attitudes toward handicapped peers. American Journal of Mental Deficiency, 84, 455–464.

Voeltz, L. (1982). Effects of structured interactions with severely handicapped peers on children's attitudes. American Journal of Mental Deficiency, 86, 180–190.

Wang, M.C. (1980). Adaptive instruction: Building on diversity. Theory into Practice, 19(2), 122–127.

Wang, M.C. (1989). Accommodating student diversity through adaptive instruction. In S. Stainback , W. Stainback , & M. Forest (Eds.), Educating all students in the mainstream of regular education (pp. 183–197). Baltimore: Brookes.

Wang, M.C. , & Birch, J.W. (1984a). Comparison of a full-time mainstreaming program and a resource room approach. Exceptional Children, 51, 33–40.

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

Wang, M.C. , & Peverly, S. (1987). The role of the learner: An individual difference variable in school learning and functioning. In M. Wang , M. Reynolds , & H. Walberg (Eds.), Handbook of special education: Research and practice. Vol. I: Learner characteristics and adaptive education (pp. 59–92). Oxford, England: Pergamon Press.

Wang, M.C. , Peverly, S. , & Randolph, R. (1984). An investigation of the implementation and effects of a full-time mainstreaming program. Remedial and Special Education, 5(6), 21–32.

Wang, M.C. , Reynolds, M.C. , & Walberg, H.J. (1986). Rethinking special education. 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.

Wang, M.C. , Reynolds, M.C. , & Walberg, H.J. (1989, September). A rebuttal to Vergason and Anderegg: Who benefits from segregation and murky water? Phi Delta Kappan, 71, 64–67.

Wang, M.C. , & Walberg, H.J. (1983). Adaptive instruction and classroom time. American Educational Research Journal, 20, 601–626.

Wang, M.C , & Walberg, H.J. (1988). Four fallacies of scgregationism. Exceptional Children, 55, 128–137.

Wehman, P. , Moon, M.S. , Everson, J.M. , Wood, W. , & Barcus, J.M. (1988). Transition from school to work: New challenges for youth with severe disabilities. Baltimore: Brookes.