AgranM.BrownF.HughesC.QuirkC.RyndakD. (Eds.). (2014). Equity and full participation for individuals with severe disabilities: A vision for the future. Baltimore, MD: Brookes.
2.
BrockM. E.BiggsE. E.CarterE. W.CateyG.RaleyK. (2015). Implementation and generalization of peer support arrangements for students with significant disabilities in inclusive classrooms. The Journal of Special Education. Advance online publication. doi:10.1177/0022466915594368
3.
BrockM. E.CarterE. W. (2013). A systematic review of paraprofessional-delivered interventions to improve outcomes for students with intellectual and developmental disabilities. Research and Practice for Persons with Severe Disabilities, 38, 211-221.
4.
BrockM. E.CarterE. W. (2015). Efficacy of teachers training paraprofessionals to implement peer support arrangements. Exceptional Children. Advance online publication. doi:10.1177/0014402915585564
5.
BrownL.BranstonM.Hamre-NietupskiS.JohnsonF.WilcoxB.GruenewaldL. (1979). A rationale for comprehensive longitudinal interactions between severely handicapped students and nonhandicapped students and other citizens. AAESPH Review, 4, 3-14.
6.
CarterE. W.AsmusJ. M.MossC. K. (2014). Peer support interventions to support inclusive education. In McLeskeyJ.WaldronN.SpoonerF.AlgozzoneB. (Eds.), Handbook of research and practice for effective inclusive schools (pp. 377-394). New York, NY: Routledge.
7.
CarterE. W.AsmusJ.MossC. K.AmiraultK. A.BiggsE. E.. . . WierK. (in press). Randomized evaluation of peer supports arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children.
8.
CarterE. W.CushingL. S.KennedyC. H. (2009). Peer support strategies for improving all students’ social lives and learning. Baltimore, MD: Brookes.
9.
CarterE. W.MossC. K.HoffmanA.ChungY. C.SiscoL. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78, 107-125.
10.
CarterE. W.O’RourkeL.SiscoL. G.PelsueD. (2009). Knowledge, responsibilities, and training needs of paraprofessionals in elementary and secondary schools. Remedial and Special Education, 30, 344-349.
11.
CarterE. W.SiscoL. G.BrownL.BrickhamD.Al-KhabbazZ. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113, 479-494. doi:10.1352/2008.113:479-494
12.
CarterE. W.SiscoL. G.MelekogluM. A.KurkowskiC. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32, 213-227.
13.
CushingL. S.KennedyC. H. (1997). Academic effects of providing peer support in general education classrooms on students without disabilities. Journal of Applied Behavior Analysis, 30, 139-151.
14.
FeldmanR.CarterE. W.AsmusJ.BrockM. E. (in press). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children.
15.
GiangrecoM. F.SuterJ. C.HurleyS. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. The Journal of Special Education, 47, 121-132.
16.
JimenezB. A.BrowderD. M.SpoonerF.DibiaseW. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78, 301-317.
17.
McLeskeyJ.LandersE.WilliamsonP.HoppeyD. (2011). Are we moving toward educating students with disabilities in less restrictive settings?The Journal of Special Education, 46, 131-140.
18.
RyndakD.JacksonL. B.WhiteJ. M. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive-education research and implications for the future. Inclusion, 1, 28-49.