AgranM.AlperS.WehmeyerM. (2002). Access to the general curriculum for students with disabilities: What it means to teachers. Education and Training in Mental Retardation and Developmental Disabilities, 37, 123–133.
2.
BarrieW.McDonaldJ. (2002). Administrative support for student-led individualized education programs. Remedial and Special Education, 23, 116–121. doi:10.1177/074193250202300208.
3.
Blue-BanningM.SummersJ. A.FranklandH. C.NelsonL. L.BeegleG. (2004). Dimensions of family and professional partnerships: Constructive guidelines for collaboration. Exceptional Children, 70, 167–184.
4.
CarlsonE.BrauenM.KleinS.ShrollK.WilligS. (2002, July). SPeNSE: Study of personnel needs in special education. Key findings. Washington, DC: U.S. Department of Education Office of Special Education Programs. Retrieved from http://spense.education.ufl.edu/KeyFindings.pdf.
5.
ChildreA.ChambersC. R. (2005). Family perceptions of student-centered planning and IEP meetings. Education and Training in Developmental Disabilities, 40, 217–233.
6.
ColeC.WaldronN.MajdM. (2004). Academic progress of students across inclusive and traditional settings. Mental Retardation, 42, 136–144. doi:10.1352/0047-6765(2004)42 < 136:APOSAI > 2.0.CO;2.
7.
Council for Exceptional Children. (2009). What every special educator must know: Ethics, standards, and guidelines. Arlington, VA: Author.
8.
DeSimoneJ. R.ParmarR. S. (2006). Middle school mathematics teachers' beliefs about inclusion of students with learning disabilities. Learning Disabilities Research & Practice, 21, 98–110. doi:10.1111/j.1540-5826.2006.00210.x.
9.
DuchnowskiA. (2007, October). The role of mental health services in school-wide PBS. Paper presented at the Forum on School-Wide Positive Behavior Interventions and Support: Planning for Systems Change, Chicago, IL.
10.
EberL.KeenanS. (2004). Collaboration with other agencies: Wraparound and systems for care for children and youths with emotional and behavioral disorders. In RutherfordR. B.QuinnM. M.MathurS. R. (Eds.), Handbook of research in emotional and behavioral disorders (pp. 502–519). New York, NY: Guilford.
11.
FishW. W. (2006). Perceptions of parents of students with autism towards the IEP meeting: A case study of one family support group chapter. Education, 127 (1), 56–68.
12.
FishW. W. (2008). The IEP meeting: Perceptions of parents of students who receive special education services. Preventing School Failure, 53 (1), 8–14. doi:10.3200/PSFL.53.1.8-14.
13.
FitzgeraldJ. L.WatkinsM. W. (2006). Parents' rights in special education: The readability of procedural safeguards. Exceptional Children, 72, 497–510.
14.
FriendM. (2011). Special education: Contemporary perspectives for school professionals (3rd ed.). Upper Saddle River, NJ: Pearson.
15.
FriendM.BursuckW. D. (2009). Including students with special needs: A practical guide for classroom teachers. Upper Saddle River, NJ: Pearson.
16.
FuchsL. S.FuchsD. (2003). What is scientifically-based research on progress monitoring?. Washington, DC: National Center on Student Progress Monitoring.
17.
HarryB. (2008). Collaboration with culturally and linguistically diverse families: Ideal versus reality. Exceptional Children, 74, 372–388.
HessR. S.MolinaA. M.KozleskiE. B. (2006). Until somebody hears me: Parent voice and advocacy in special education decision making. British Journal of Special Education, 33, 148–157. doi:10.1111/j.1467-8578.2006.00430.x.
20.
IdolL. (2006). Toward the inclusion of special education students in general education: A program evaluation of eight schools. Remedial and Special Education, 27, 77–94. doi:10.1177/07419325060270020601.
21.
Individuals With Disabilities Education Act, 20 U.S.C. § 4301 et seq. (2006).
22.
KavaleK. A.FornessS.R. (2000). History, rhetoric, and reality: Analysis of inclusion debate. Remedial and Special Education, 21, 279–296. doi:10.1177/074193250002100505.
23.
KerrM. M.NelsonC. M. (2010). Strategies for addressing behavior problems in the classroom (6th ed.). Boston, MA: Pearson.
24.
LakeJ. F.BillingsleyB. S. (2000). An analysis of factors that contribute to parent–school conflict in special education. Remedial and Special Education, 21, 240–251. doi:10.1177/074193250002100407.
25.
MandicC. G.RuddR.HehirT.Acevedo-GarciaD. (2010). Readability of special education procedural safeguards. The Journal of Special Education. Advance online publication. doi:10.1177/0022466910362774.
26.
MasonC. Y.McGahee-KovacM.JohnsonL. (2004). How to help students lead their IEP meetings. TEACHING Exceptional Children, 36 (3), 18–24.
27.
McGregorG.VogelsbergR. T. (1998). Inclusive schooling practices: Pedagogical and research foundations: A synthesis of literature that informs best practices about inclusive schooling. Pittsburgh, PA: Allegheny University of the Health Sciences.
28.
MuellerT. G.SingerG. H.DraperL. M. (2008). Reducing parental dissatisfaction with special education in two school districts: Implementing conflict prevention and alternative dispute resolution. Journal of Educational and Psychological Consultation, 18, 191–233. doi:10.1080/10474410701864339.
29.
PalleyE. (2006). Challenges of rights-based law: Implementing the least restrictive environment mandate. Journal of Disability Policy Studies, 16, 229–235. doi:10.1177/10442073060160040401.
30.
PugachM. C. (2005). Research on preparing general education teachers to work with students with disabilities. In Cochran-SmithM.ZeichnerK. M. (Eds.), Studying teacher education: The report of the AERA panel on research and teacher education (pp. 549–590). Mahwah, NJ: Erlbaum.
31.
ReimanJ. W.BeckL.CoppolaT.EngilesA. (2010). Parents' experiences with the IEP process: Considerations for improving practice. Center for Appropriate Dispute Resolution in Special Education (CADRE). Retrieved from http://www.directionservice.org/cadre/ParentExperiencesIEP.cfm.
32.
SalendS.DuhaneyL. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20, 114–126. doi:10.1177/074193259902000209.
33.
SmithM. G. (2000). Secondary teachers' perceptions towards inclusion of students with severe disabilities. NASSP Bulletin, 84 (613), 54–60. doi:10.1177/019263650008461309.
34.
StonerJ. B.BockS. J.ThompsonJ. R.AngellM. E.HeylB. S.CrowleyE. P. (2005). Welcome to our world: Parent perceptions of interactions between parents of young children with ASD and education professionals. Focus on Autism and Other Developmental Disabilities, 20 (1), 39–51. doi:10.1177/10883576050200010401.
35.
Timothy W. v. Rochester School District, 875 F.2d 954 (1st Cir. 1989).
36.
TurnbullA.TurnbullR.ErwinE. J.SoodakL. C.ShogrenK. A. (2010). Families, professionals, and exceptionality: Positive outcomes through partnerships and trust. Boston, MA: Pearson.
37.
TurnbullA.TurnbullR.WehmeyerM. (2010). Exceptional lives: Special education in today's schools (6th ed.). Columbus, OH: Pearson.
38.
TurnbullH. R.TurnbullA. P. (1998). Free appropriate public education: The law and children with disabilities (5th edition). Denver, CO: Love.
39.
TurnbullH. R.StoweM. J.HuertaN. E. (2007). Free appropriate public education: The law and children with disabilities (7th ed.). Denver, CO: Love. U.S. Department of Education. (2010, August). Free appropriate public education for students with disabilities. Retrieved from http://www2.ed.gov/about/offices/list/ocr/docs/edliteFAPE504.html.
40.
WoleryR. A.OdomS. L. (2000). An administrator's guide to pre-school inclusion. Chapel Hill, NC: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute on Inclusion.
41.
YoungK. (2008). An alternative model of special education teacher socialization. Teaching and Teacher Education, 24, 901–914. doi:10.1016/j.tate.2007.08.003.
42.
ZirkelP. A.GischlarK. (2008). Due process hearings under the IDEA: A longitudinal frequency analysis. Journal of Special Education Leadership, 21, 22–31.