AlgozzineB.BrowderD.KarvonenM.TestD. W.WoodW. M. (2001). Effects of interventions to promote self-determination for individuals with disabilities. Review of Educational Research, 71, 219–277.
2.
AndersonP. L. (2000). Using literature to teach social skills to adolescents with LD. Intervention in School and Clinic, 35, 271–279.
3.
BenzM.R.YovanoffP.DorenB. (1997). School-to-work components that predict postschool success for students with and without disabilities. Exceptional Children, 63, 151–165.
4.
BordersS.PaisleyP. O. (1992). Children's literature as a resource for classroom guidance. Elementary School Guidance and Counseling, 27, 131–139.
5.
CartledgeG.KiarieM. W. (2001). Learning social skills through literature for children and adolescents. TEACHING Exceptional Children, 34(2), 40–47.
6.
CondermanG.KatsiyannisA. (2002). Instructional issues and practices in secondary special education. Remedial and Special Education, 23, 169.
7.
Council on Interracial Books for Children. (1980). Guidelines for selecting bias-free textbooks and storybooks. New York: Author.
8.
EmbichJ. L. (2001). The relationship of secondary special education teachers' roles and factors that lead to professional burnout. Teacher Education and Special Education, 24, 58–69.
9.
FieldS.MartinJ.MillerR.WardM.WehmeyerM. (1998). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.
10.
FordD. Y. (2000). Multicultural literature and gifted black students: Promoting self-understanding, awareness, and pride. Roeper Review, 22, 235–240.
11.
ForganJ. W. (2002). Using bibliotherapy to teach problem solving. Intervention in School and Clinic, 38, 75–82.
12.
HalloranW. D. (1993). Transition services requirement: Issues, implications, challenge. In EavesR. C.McLaughlinP. J. (Eds.), Recent advances in special education and rehabilitation (pp. 210–224). Boston: Andover Medical Publishers.
13.
HalpernA. S.YovanoffP.DorenB.BenzM. R. (1995). Predicting participation in postsecondary education for school leavers with disabilities. Exceptional Children, 62, 151–164.
14.
HarrisV. J. (1991). Multicultural curriculum: African American children's literature. Young Children, 46(2), 37–44.
15.
Individuals with Disabilities Education Improvement Act of 2004, P.L. 108–446, 20 U.S.C. §§ 1400 et seq.
16.
KonradM.HelfS. (2007). Children's literature featuring characters with learning disabilities: An examination of demographics. Manuscript submitted for publication.
17.
KonradM.TestD. W. (2004). Teaching middle-school students with disabilities to use an IEP Template. Career Development for Exceptional Individuals, 27, 101–124.
18.
PardeckJ. T.PardeckJ. A. (1998). An exploration of the uses of children's books as an approach for enhancing cultural diversity. Early Child Development and Care, 147, 25–31.
19.
PraterM. A. (2003). Learning disabilities in children's and adolescent literature: How are characters portrayed?. Learning Disability Quarterly, 26(1), 47–62.
20.
ShechtmanZ. (2000). An innovation intervention for treatment of child and adolescent aggression: An outcome study. Psychology in the Schools, 37, 157–167.
21.
Smith-D'ArezzoW. M. (2003). Diversity in children's literature: Not just a black and white issue. Children's Literature in Education, 34, 75–94.
22.
SridharD.VaughnS. (2000). Bibliotherapy for all: Enhancing reading comprehension, self-concept, and behavior. TEACHING Exceptional Children, 33(2), 74–82.
23.
WehmanP. (1993). Transition from school to adulthood for young people with disabilities: Critical issues and policies. In EavesR. C.McLaughlinP. J. (Eds.), Recent advances in special education and rehabilitation (pp. 178–192). Boston: Andover Medical Publishers.
24.
WehmeyerM.SchwartzM. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63, 245–255.
25.
WehmeyerM.SchwartzM. (1998). The relationship between self-determination and quality of life for adults with mental retardation. Education and Training in Mental Retardation and Developmental Disabilities, 33, 3–12.
26.
WehmeyerM. L.PalmerS. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38, 131–144.
27.
WehmeyerM. L.SandsD. J.DollB.PalmerS. (1997). The development of self-determination and implications for educational interventions with students with disabilities. International Journal of Disability, Development and Education, 44, 305–328.