BrinkerR. P. (1985). Interactions between severely mentally retarded students and other students in integrated and segregated public school settings. American Journal of Mental Deficiency, 89, 587–594.
2.
BrinkerR. P., & ThorpeM. E. (1984). Integration of severely handicapped students and the proportion of IEP objectives achieved. Exceptional Children, 51, 168–175.
3.
FordA., & KenneyM. (1991). [Student feedback-form]. Unpublished raw data.
4.
FuchsD., & FuchsL. (1994). Inclusion schools movement and the radicalization of special education reform. Exceptional Children, 60, 294–309.
5.
JohnsonR.JohnsonD. W.DeWeerdtN.LyonsV., & ZaidmanB. (1983). American Journal of Mental Deficiency, 87, 611–618.
6.
ShankerA. (1994). Full inclusion is neither free nor appropriate. Educational Leadership. 52(4), 18–21.
7.
StainbackS., & StainbackW. (1992). Schools as inclusive communities. In ShortR.CaffreyJ. E. & FederL. (Eds.), Controversial issues confronting special education divergent perspectives (pp. 29–43). Needham Heights, MA: Simon & Schuster. [ERIC Document Reproduction Service No. ED 371 524]*.
8.
YorkJ., & VandercookT. (1991). Designing an integrated program for learners with severe disabilities. TEACHING Exceptional Children, 23, 22–28.
9.
YorkJ.VandercookT.MacDonaldC.Heise-NeffC., & CaugheyE. (1992). Feedback about integrating middle school students with severe disabilities in general education classes. Exceptional Children, 58, 244–258.