AckermanA., (2005). An alchemy of mind: The marvel and mystery of the brain. New York, NY: Scribner.
2.
BambergM. (2004). Talk, small stories, and adolescent identities. Human Development, 47, 366–369.
3.
BernardB. (2002). Resiliency: What we have learned. San Francisco, CA: WestEd.
4.
BosC. C.VaughnS. (2006). Strategies for teaching students with learning and behavior problems. New York, NY: Pearson.
5.
CarterE.CushingL.ClarkN.KennedyC. (2005). Effects of peer support interventions on students' access to the general curriculum and social interactions. Research and Practice for Persons with Severe Disabilities, 30, 15–25.
6.
Causton-TheoharisJ. N. (2009). The golden rule of providing support in inclusive classrooms: Support others as you would wish to be supported. Exceptional Children, 42, 36–43.
7.
CookB. G. (2001). A comparison of teachers' attitudes toward their included students with mild and severe disabilities. The Journal of Special Education, 3, 204–213.
8.
DamasioA. (2003). Looking for Spinoza: Joy, sorrow, and the feeling brain. Orlando, FL: Mariner Books.
9.
DweckC. S. (2007). The perils and promises of praise. Educational Leadership, 65(2), 34–39.
10.
ElksninL. K.ElksninN. (2004). The social-emotional side of learning disabilities. Learning Disability Quarterly27, 3–63.
11.
EriksonE. H. (1968). Identity, youth, and crises. New York, NY: W. W. Norton.
12.
EriksonE. H. (1994). Identity and the life cycle. New York, NY: W. W. Norton.
13.
FurrerC.SkinnerE. (2003). Sense of relatedness as a factor in children's academic engagement and performance. Journal of Educational Psychology, 95, 148–161.
14.
GazzanigaM. S. (2008). Human: The science behind what makes us human. New York, NY: Harper Collins.
15.
HaratasD.DonahueL. M. (1997). Conversational and social problem-solving skills in adolescents with learning disabilities. Learning Disabilities Research and Practice, 12, 213–220.
16.
HartrupW. W.StevensN. (1999). Friendships and adaptation across the lifespan. Current Directions in Psychological Science, 8, 76–79.
17.
IsraeliteN.OwerJ.GoldsteinG. (2002). Hard-of-hearing adolescents and identity construction: Influences of school experiences, peers, and teachers. Journal of Deaf Studies and Deaf Education, 7, 134–148.
18.
JettenJ.HaslamC.HaslamS. A.BranscombN. R. (2009). The social cure. Scientific American Mind, 20(5), 26–33.
19.
KloomokS.CosdenM. (1994). Self-concept in children with learning disabilities: The relationship between global self-concept, academic discounting, and perceived social support. Learning Disabilities Quarterly, 5, 71–78.
20.
LedouxJ. (1998). The emotional brain: The mysterious underpinnings of emotional life. New York, NY: Simon & Schuster.
21.
LeeR. M. (2005). Resilience against discrimination: Ethnic identity and other group orientation as protective factors for Korean Americans. Journal of Counseling Psychology, 52, 36–44.
22.
LeighJ. W. (1999). Inclusive education and personal development. Journal of Deaf Studies and Deaf Education, 4, 236–254.
23.
MarzanoR. J. (2003). Classroom management that works: Research-based strategies for every teacher. Upper Saddle River, NJ: Merrill.
24.
MastenA.ReedM. (2002). Resilience in development. In SnyderC.LopezS. (Eds.), Handbook of positive psychology (pp. 74–78). New York, NY: Oxford University Press.
25.
MishlerE. G. (2004). Historians of the self: Restorying lives, revising identities. Research in Human Development, 1, 101–121.
26.
MountB. (1992). Person-centered planning: Finding directions for change using personal futures planning. New York, NY: Graphic Futures.
27.
O'BrienJ.ForestM. (1987). Action for inclusion. Toronto, Canada: Frontier College Press.
28.
PavriS.LuftigR. (2000). The social face of inclusive education: Are students with learning disabilities really included in the classroom?. Preventing School Failure, 45, 8–14.
29.
PearpointJ.O'BrienJ.ForestM. (1992). PATH: A workbook for planning better futures. Toronto, Canada: Inclusion Press.
30.
PerryB. (2007). The boy who was raised as a dog: And other stories from a child psychiatrist's notebook—What traumatized children can teach us about loss, love and healing. New York, NY: Basic Books.
31.
PittmanK. (1991). Promoting youth development: Strengthening the role of youth serving and community organizations. Washington, DC: Academy for Educational Development, Center for Youth Development and Policy Research.
32.
RyanA. (2001). The peer group as a context for development of young adolescent's motivation and achievement. Child Development, 72, 1135–1150.
33.
SeidelJ. F.VaughnS. (1991). Social alienation and LD school dropout. Learning Disabilities Research & Practice, 6, 152–157.
34.
StinsonM.S.LiuY. (1999). Participation of deaf and hard of hearing students in classes with hearing students. Journal of Deaf Studies and Deaf Education, 4, 191–203.
35.
ThomasC. (1999). Female forms: Experiencing and understanding disability. Buckingham, England: Open University Press.
36.
VaughnS.McIntoshR.Spencer-RoweJ. (1991). Peer rejection is a stubborn thing: Increasing peer acceptance of rejected students with learning disabilities. Learning Disabilities Research & Practice, 6, 83–88.
37.
VaughnS. R. (1987). TLC—Teaching, learning, and caring: Teaching interpersonal problem-solving to emotionally disabled adolescents. Pointer, 31, 25–30.
38.
WeinerJ.TardifC. Y. (2004). Social and emotional functioning of children with learning disabilities: Does special education placement make a difference?. Learning Disabilities Research & Practice, 19, 20–32.
39.
WengerE. (2007). Communities of practice: Learning, meaning, and identity. New York, NY: Cambridge University Press.
40.
WentzelK. R.BarryC. M.CaldwellK. A. (2004). Friendships in middle school: Influences on motivation and school adjustment. Journal of Educational Psychology, 96, 195–203.
41.
WoodwardK. (1997). Concepts of identity and difference. In WoodwardK. (Ed.), Identity and difference (pp. 7–50). Thousand Oaks, CA: Sage.
42.
WorthamS. (2004). From good student to outcast: The emergence of a classroom identity. Ethos, 32, 164–187. doi: 10.1525/eth.2004.32.2.164.
43.
ZamboD. (2005). Using the picture book Thank You Mr. Falker to understand struggling readers. Journal of Adolescent and Adult Literacy, 48, 502–512.
44.
ZamboD.BremS. K. (2004). Emotion and cognition in students who struggle to read: New insights and ideas. Reading Psychology an International Quarterly, 25, 189–204.