Special Educators in Inclusive Settings: Take Steps for Self-Advocacy!

Avramidis E. Bayliss P. Burden R. (2000). A survey into mainstream teachers’ attitudes towards the inclusion of children with special educational needs in the ordinary school in one local education authority. Educational Psychology, 20(2), 191–211. https://doi.org/10.12691/education-2-3-5

Baguisa L. R. Ang-Manaig K. (2019). Knowledge, skills and attitudes of teachers on inclusive education and academic performance of children with special needs. International Journal of Social Sciences, 4(3), 1409–1425. https://doi.org/10.20319/pijss.2019.43.14091425

Brunstig N. Lane K.L. Sreckovic M.A. (2015). Special education teacher burnout: A synthesis of research from 1979 to 2013. Education and Treatment of Children, 37(4), 681–712. https://doi.org/10.4324/9780203120637

Cole S. Murphy H. Frisby M. Grossi T. Bolte H. (2018). A longitudinal study to determine the impact of inclusion on student academic outcomes. https://www.iidc.indiana.edu/cell/what-we-do/pdf/Inclusion-study-handout.pdf

Conderman G. Johnston-Rodriguez S. Hartman P. (2009). Communicating and collaborating in co-taught classrooms. TEACHING Exceptional Children Plus, 5(5), Article 3. http://escholarship.bc.edu/education/tecplus/vol5/iss5/art3

Council for Exceptional Children. (2018). High-leverage practices. https://highleveragepractices.org/

Deutsch F. M. (2003). How small classes benefit high school students. NASSP Bulletin, 87(635), 35–44. https://doi.org/10.1177/019263650308763504

Dweck C. S. (2016, January 13). What having a growth mindset actually means. Harvard Business Review. https://hbr.org/2016/01/what-having-a-growth-mindset-actually-means

Edyburn D. L. (2010). Would you recognize Universal Design for Learning if you saw it? Ten propositions for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33–41. https://doi.org/10.1177/073194871003300103

Filippello P. Buzzai C. Costa S. Orecchio S. Sorrenti L. (2019). Teaching style and academic achievement: The mediating role of learned helplessness and mastery orientation. Psychology in the Schools, 57(1), 5–16. https://doi.org/10.1002/pits.22315

Friend M. Cook L. (2016). Interactions: Collaboration skills for school professionals (8th ed.). Pearson.

Fritzgerald A. (2020). Antiracism and Universal Design for Learning: Building expressways to success. CAST.

Jennings P. A. Brown J. L. Frank J. L. Doyle S. Oh Y. Davis R. Rasheed D. DeWeese A. DeMauro A. A. Cham H. Greenberg M. T. (2017). Impact of the CARE for teachers program on teachers’ social and emotional competence and classroom interactions. Journal of Educational Psychology, 109(7), 1010–1028. https://doi.org/10.1037/edu0000187

Jennings P. A. Turksma C. Brown R. C. (2020). CARE program: Cultivating awareness and resilience in education. https://createforeducation.org/care/care-program/

Johnson T. M. King-Sears M. E. Miller A. D. (2020). High school co-teaching partners’ self-efficacy, personal compatibility, and active involvement in instruction. Learning Disability Quarterly. Advance online publication. https://doi.org/10.1177/0731948720919811

Jung P. G. McMaster K. L. Kunkel A. K. Sin J. Stecker P. M. (2018). Effects of data-based individualization for students with intensive learning needs: A meta-analysis. Learning Disabilities Research and Practice, 33(3), 144–155. https://doi.org/10.1111/ldrp.12172

Karten T. J. Murawski W. W. (2020). Co-teaching do’s, don’ts, and do betters. ASCD.

Katz J. Sokal L. (2016). Universal Design for Learning as a bridge to inclusion: A qualitative report of student voices. International Journal of Whole Schooling, 12(2), 36–63.

Lochner W. W. Murawski W. W. Daley J. T. (2019). The effect of co-teaching on student cognitive engagement. Theory and Practice in Rural Education, 9(2), 6–19. https://doi.org/10.3776/tpre.2019.v9n2p6-19

McCarter W. M. (2013). Education and learned helplessness. Teaching American Literature: A Journal Theory of Practice, 6(1), 69–72.

McLeskey J. Waldron N. Spooner F. Algozzine B. (Eds.). (2014). Handbook of effective inclusive schools: Research and practice. Routledge.

Mieliwocki R. (2019, December 13). How the self-care narrative hurts the teaching profession. National Network of State Teachers of the Year. http://www.nnstoy.org/stoyblog/how-the-self-care-narrative-hurts-the-teaching-profession/

Mieliwocki R. Fatheree J. (2019). Adventures in teacher leadership. ASCD.

Murawski W. W. Dieker L. A. (2012). Leading the co-teaching dance: Leadership strategies to enhance team outcomes. Council for Exceptional Children.

Murawski W. W. Scott K. L. (Eds.). (2017). What really works with exceptional learners. Corwin.

Oh-Young C. Filler J. (2015). A meta-analysis of the effects of placement on academic and social skill outcome measures of students with disabilities. Research in Developmental Disabilities, 47, 80–92. https://doi.org/10.1016/j.ridd.2015.08.014

Riccomini P. J. Morano S. Hughes C. A. (2017). Big ideas in special education: Specially designed instruction, high-leverage practices, explicit instruction, and intensive instruction. TEACHING Exceptional Children, 50(1), 20–27. https://doi.org/10.1177/0040059917724412

Rodriguez I. R. Sandaña D. Moreno F. J. (2012). Support, inclusion, and special education teachers’ attitudes toward the education of students with autism spectrum disorders. Autism Research and Treatment, 2012, 259468. https://doi.org/10.1155/2012/259468

Rodriguez J. A. Murawski W. W. (Eds.). (2020). Special education law and policy: From foundation to application. Plural.

Royster O. Reglin G. L. Losike-Sedimo S. (2014). Inclusion professional development model and regular middle school educators. Journal of At-Risk Issues, 18(1), 1–10.

Ruijs N. M. Peetsma T. T. D. (2009). Effects of inclusion on students with and without special educational needs reviewed. Educational Research Review, 4(2), 67–79. https://doi.org/10.1016/j.edurev.2009.02.002

Shin M. Lee H. McKenna J. W. (2016) Special education and general education preservice teachers’ co-teaching experiences: A comparative synthesis of qualitative research. International Journal of Inclusive Education, 20(1), 91–107. https://doi.org/10.1080/13603116.2015.1074732

Social Sciences and Humanities Research Council. (2016, April 4). Shelley Moore: Transforming inclusive education [Video]. YouTube. https://www.youtube.com/watch?v=RYtUlU8MjlY&t=3s

Stefanidis A. King-Sears M. E. Brawand A. (2019). Benefits for coteachers of students with disabilities: Do contextual factors matter? Psychology in the Schools, 56(4), 539–553. https://doi.org/10.1002/pits.22207

Turner K. Theilking M. (2019). Teacher wellbeing: Its effects on teaching practice and student learning. Issues in Educational Research, 29(3), 938–960. http://www.iier.org.au/iier29/turner2.pdf

U.S. Department of Education, National Center for Education Statistics. (2019). Digest of education statistics, 2017 (NCES 2018-070).

Venet A. S. (2019). Role-clarity and boundaries for trauma-informed teachers. Educational Considerations, 44(2), Article 3. https://files.eric.ed.gov/fulltext/EJ1206249.pdf

Voltz D. L. Collins L. (2010). Preparing special education administrators for inclusion in diverse, standards-based contexts: Beyond the Council for Exceptional Children and the Interstate School Leaders Licensure Consortium. Teacher Education and Special Education, 33(1), 70–82. https://doi.org/10.1177/0888406409356676

Walker M. (2017). Why we sleep: Unlocking the power of sleep and dreams. Scribner.

Wolfe P. S. Hall T. E. (2003). Making inclusion a reality for students with severe disabilities. TEACHING Exceptional Children, 35(4), 56–60. https://doi.org/10.1177/004005990303500409