Bradley, D.F., King-Sears, M.E., & Tessier-Switlick, D.M. (1997). Teaching students in inclusive settings from theory to practice. Boston: Allyn & Bacon.
2.
Choate, J.S. (1997). Inclusive instruction: Some basic principles. In J. S. Choate (Ed.), Successful inclusive teaching: Proven ways to detect and correct special needs (2nd ed., pp. 36—50). Boston: Allyn & Bacon.
3.
Dymond, S.K., & Russell, D.L. (2004). Impact of grade and disability on the instructional context of inclusive classrooms. Education and Training in Developmental Disabilities, 39(2), 127—140.
4.
Fisher, D., Frey, N., & Thousand, J. (2003). What do special educators need to know and be prepared to do for inclusive schooling to work?Teacher Education and Special Education, 26(1), 42—50.
5.
Friend, M., & Bursuck, W.D. (2002). Including students with special needs: A practical guide for classroom teachers (3rd ed.). Boston: Allyn & Bacon.
6.
Fryxell, D., & Kennedy, C.H. (1995). Placement along the continuum of services and its impact on students' social relationships. The Journal of the Association for Persons with Severe Handicaps, 20(4), 259—269.
7.
Gallagher, P.A. (1997). Teachers and inclusion: Perspectives on changing roles. Topics in Early Childhood Special Education, 17(3), 363—386.
8.
Haring, N.G., & De Vault, G. (1996). Discussion: Family issues and family support. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 115—120). Baltimore: Brookes .
9.
Hass, G., & Parkay, F.W. (1993). Curriculum planning: A new approach (6th ed.). Boston: Allyn & Bacon.
10.
Heron, T.E., & Kimball, W.H. (1988). Gaining perspective with the educational consultation research base: Ecological considerations and further recommendations. Remedial and Special Education, 9(6), 21—28.
11.
Heward, W. (2003). Ten faulty notions about teaching and learning that hinder the effectiveness of special education. The Journal of Special Education, 36(4), 186—205.
12.
Horner, R.H. (2000). Positive behavior supports. Focus on Autism and Other Developmental Disabilities., 15(2), 97—105.
Jackson, L., Ryndak, D.L., & Billingsley, F. (2000). Useful practices in inclusive education: A preliminary view of what experts in moderate to severe disabilities are saying. The Journal of the Association for Persons with Severe Handicaps, 25(3), 129—141.
15.
Johnson, G.M. (1999). Inclusive education: Fundamental instructional strategies and considerations. Preventing School Failure, 43(2), 72—78.
16.
Kagan, S. (1994). Cooperative learning. San Clemente, CA: Kagan Cooperative Learning.
17.
Kennedy, C.H., & Itoken, T. (1996). Social relationships, influential variables, and changes across the life span. In L. K. Koegel, R. L. Koegel, & G. Dunlap (Eds.), Positive behavioral support: Including people with difficult behavior in the community (pp. 287—304). Baltimore: Brookes.
18.
King-Sears, M. (1997). Best academic practices for inclusive classrooms. Focus onExceptional Children, 29(7), 1—22.
19.
Klinger, J.K., & Vaughn, S. (2002). The changing roles and responsibilities of an LD specialist. Learning Disability Quarterly, 25(1), 19—31.
20.
Lacey, P. (2001). The role of learning support assistants in the inclusive learning of pupils with severe and profound learning difficulties . Educational Review, 53(2), 157—167.
21.
Lynch, E.W., & Hanson, M.J. (1993). Changing demographics: Implications for training in early intervention. Infants and Young Children, 6(1), 50—55.
22.
Lynch, E. W., & Hanson, M. J. (Eds.). (1998). Developing cross-cultural competence: A guide for working with children and their families (2nd ed.). Baltimore: Brookes.
23.
Mastropieri, M.A., & Scruggs, T.E. (2004). The inclusive classroom: Strategies for effective instruction (2nd ed.). Upper Saddle River, NJ: Pearson.
24.
Martella, R.C., Nelson, J.R., & Marchand-Martella, N.E. (2003). Managing disruptive behaviors in the schools: A schoolwide, classroom, and individualized social learning approach. Boston: Allyn & Bacon.
25.
McDonnell, J.J., Hardman, M.L., & McDonnell, A.P. (2003). An introduction to persons with moderate and severe disabilities: Educational and social issues (2nd ed.). Boston: Allyn & Bacon.
26.
O'Neill, R.E., Horner, R.H., Albin, R.W., Sprague, J.R., Storey, K., & Newton, J.S. (1997). Functional assessment and program development for problem behavior: A practical handbook. Pacific Grove, CA: Brooks/ColeThomson Learning.
27.
Pugach, M.C., & Johnson, L.J. (1996). Rethinking the relationship between consultation and collaborative problem solving. In E. L. Meyen, G. A. Vergason, & R. J. Whelan (Eds.), Strategies for teaching exceptional children in inclusive settings (pp. 451— 462). Denver, CO: Love Publishing.
28.
Sands, D.J., Kozleski, E.B., & French, N.K. (2000). Inclusive education for the 21st century. Stamford, CT: Wadsworth.
29.
Schwartz, I.S. (2005). Inclusion and applied behavior analysis: Mending fences and building bridges. In W. L. Heward, T. E. Heron, N. A. Neef, S. M. Peterson , D. M. Sainato, G. Cartledge, et al. (Eds.), Focus on behavior analysis in education, (pp. 188—210). Upper Saddle River, NJ: Merill.
30.
Snell, M., & Brown, F. (Eds.). (2003). Instruction of students with severe disabilities (5th ed.). Upper Saddle River, NJ: Merrill.
31.
Stainback, S., & Stainback, W. (1990). Inclusive schooling. In W. Stainback & S. Stainback (Eds.), Support networks for inclusive schooling: Interdependent integrated education (pp. 3—23). Baltimore: Brookes .
32.
Stetson and Associates, Inc. (2001). A step-by-step approach for inclusive schools: Together is better . Houston, TX: Author.
33.
Vaughn, S., Bos, C., & Schumm, J.S. (2003). Teaching exceptional, diverse, and at—risk students in the general education classroom (3rd ed.). Boston: Allyn & Bacon .
34.
Villa, R.A., Thousand, J.S., Nevin, A.I., & Malgeri, C. (1996). In-stilling collaboration for inclusive schooling as a way of doing business in public schools. Remedial and Special Education, 17, 169—181.
35.
York, J., & Tundidor, M. (1995). Issues raised in the name of inclusion: Perspectives of educators, parents, and students. The Journal of the Association for Persons with Severe Handicaps, 20(1), 31—44.