BiklenD.DuchanJ. (1994). I am intelligent: The social construction of mental retardation. Journal of The Association for Persons with Severe Handicaps, 19, 173–184.
2.
FreireP. (1970). Pedagogy of the oppressed. New York: Continuum.*
3.
GiangrecoM. F.DennisR.CloningerC.EdelmanS.SchattmanR. (1993). “I've counted Jon”: Transformational experiences of teachers educating students with disabilities. Exceptional Children, 59, 359–372.
4.
GiangrecoM. F.EdelmanS. W.LuiselliT. E.McFarlandS. Z. C. (1997). Helping or hovering? Effects of instructional assistant proximity on student with disabilities. Exceptional Children, 64, 7–18.
5.
KliewerC. (1998). Schooling children with Down syndrome: Toward an understanding of possibility. New York: Teachers College.
6.
MarksS. U.SchraderC.LevineM. (1999). Paraeducator experiences in inclusive settings: Helping, hovering, or holding their own?Exceptional Children, 65, 315–328.
7.
RosenthalR. (1997). Interpersonal expectancy effects: A forty year perspective. Paper presented at the American Psychological Association Convention, Chicago.
8.
SalendS. J. (2001). Creating inclusive classrooms: Effective and reflective practices (4th ed.). Columbus, OH: Merrill/Prentice Hall.*
9.
SmithR. M. (1999). Academic engagement of students with significant disabilities and educators' perceptions of competence. The Professional Educator, 22 (1), 17–31.
10.
SmithR. M. (2000). View from the ivory tower: How academics construct disability. In SwadnerB. B.RogersL. (Eds.), Semiotics and disability: Interrogating the categories of difference (pp. 55–73) Albany, NY: SUNY Press.