An Inclusion Program for Young Adults with Disabilities

Abery B. Simunds E. (1997). The Yes I Can social inclusion program: A preventive approach to challenging behavior. Intervention in School & Clinic, 32, 223–244.

Burns J. P. Armistead L. P. Keys R. C. (1990). Developing a transition initiatives program for students with handicapping conditions. Community/Junior College, 14, 319–329.

Ferguson J. M. (1998). High school students' attitudes toward inclusion of handicapped students in the regular education classroom. The Educational Forum, 63, 173–179.

Ferro J. Foster-Johnson L. Dunlap G. (1996). Relation between curricular activities and problem behaviors of students with mental retardation. American Journal on Mental Retardation, 101, 184–194.

Frank A. R. Sitlington P. L. (2000). Young adults with mental disabilities—does transition planning make a difference? Education and Training in Mental Retardation and Developmental Disabilities, 35, 119–134.

Gallagher P. A. Floyd J. H. Stafford A. M. Taber T. A. Brozovic S. A. Alberto P. A. (2000). Inclusion of students with moderate or severe disabilities in educational and community settings: Perspectives from parents and siblings. Education and Training in Mental Retardation and Developmental Disabilities, 35, 135–147.

Jackson J. Rankin A. Siefken S. Clark F. (1989). Options: An occupational therapy transition program for adolescents with developmental disabilities. Developmental Disabilities: A Handbook for Occupational Therapists. New York: Haworth Press.

Johnson D. R. McGrew K. S. Bloomberg L. Bruininks R. H. Lin H. C. (1997). Results of a national follow-up study of young adults with severe disabilities. Journal of Vocational Rehabilitation, 8, 119–133.

Lipsky D. K. Gartner A. (1994). Inclusion: What is, what it is not, and why it matters. Exceptional Parent, 24, 36–38.

Lombardi T. D. Nuzzo D. L. Kennedy K. D. Foshay J. (1994). Perceptions of parents, teachers, and students regarding integrated education inclusion program. The High School Journal, 77, 315–321.

Luce S. C. Dyer K. (1995). Providing effective transitional programming to individuals with autism. Behavioral Disorders, 21(1), 36–52.

McInerney V. McInerney D. M. Sinclair K. E. (1994). Student teachers, computer anxiety and computer experience. Journal of Educational Computing Research, 11, 27–55.

McLesky J. Henry D. Hodges D. (1999). Inclusion: What progress is being made across disability categories? TEACHING Exceptional Children, 31(3), 60–69.

Odom S. L. Diamond K. E. (1998). Inclusion of young children with special needs in early childhood education: The research base. Early Childhood Research Quarterly, 13, 3–25.

Renwick R. (1998). A guiding framework for practice with adults who have developmental disabilities. In Ross M. Bachner S. (Eds.), Adults with developmental disabilities: Current approaches in occupational therapy (pp. 23–41). Bethesda, MD: The American Occupational Therapy Association.

Simpson R. L. Sasso G. M. (1992). Full inclusion of students with autism in general education settings: Values versus science. Focus on Autistic Behavior, 7(13), 1–13.

Spencer K. C. (1995). Transitions: From school to adult life. Work: A Journal of Prevention, Assessment & Rehabilitation, 5, 79–84.

Timmons J. C. McIntyre J. P. Jr. Whitney-Thomas J. Butterworth J. Allen D. (1998). Barriers to transition planning for parents of adolescents with special health care needs. Research to Practice, 4(7), 3–4.

Yasutake D. Lerner J. (1996). Teachers' perceptions of inclusion for students with disabilities. A survey of general and special educators. Learning Disabilities, 7, 1–7.