Fostering Collaboration in Inclusive Settings

Bureau of Labor Statistics. (2010). Occupational outlook handbook 2010-2011. Retrieved from www.stats.bls.gov

Cannon G. Idol L. West J. F. (1989). Essential teaching competencies for general and special educators collaborating to educate handicapped students in general classrooms (Tech. Rep. No. 104). Austin: University of Texas at Austin, Research and Training Project on School Consultation.

Cook B. G. Schirmer B. R. (2003). What is special about special education? Journal of Special Education, 3, 200–205.

Eccleston S. (2010). Successful collaboration: Four essential traits of effective special education. Journal of the International Association of Special Education, 11, 40–47.

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, 42–50.

Giangreco M. F. (2003). Working with paraprofessionals. Educational Leadership, 61(2), 50–53.

Gross J. (2000). Paper promises? Making the code work for you. Support for Learning, 15, 126–133.

Heufner D. S. (2000). The risks and opportunities of the IEP requirements under IDEA ’97. Journal of Special Education, 33, 195–204.

Idol L. (2006). Toward inclusion of special education students in general education. Remedial and Special Education, 27, 77–94.

Individuals with Disabilities Education Improvement Act. (2004). 20 U. S. C. §1414 (a) (1) (D); 20 U. S. C §1414 (d) (1-4); 20 U. S. C §1415 (a-k). Retrieved from http://www.copyright.gov/legislation/p1108-446.pdf

Lamar-Dukes P. Dukes C. (2005). Consider the roles and responsibilities of the inclusion support teacher. Intervention in School and Clinic, 41, 55–61.

Lee-Tarver A. (2006). Are individualized education plans a good thing? A survey of teachers’ perceptions of the utility of IEPs in regular education settings. Journal of Instructional Psychology, 33, 263–272.

Mastropieri M. A. (2001). Is the glass half full or half empty? Challenges encountered by first-year special education teachers. Journal of Special Education, 35, 66–74.

McGrath M. Z. Johns B. H. Mathur S. R. (2010). Empowered or overpowered? Strategies for working effectively with paraprofessionals. Beyond Behavior, 19, 2–6.

Morgan J. Ashbaker B. Y. (2001). A teacher’s guide to working with paraeducators and other classroom aides. Alexandria, VA: Association for Supervision and Curriculum Development.

Tennant G. (2007). IEPs in mainstream secondary schools: An agenda for research. Support for Learning, 22, 204–208.

U.S. Office of Special Education Services. (2009). Number and percentage of students ages 6 through 21 served under IDEA, Part B, by educational environment and state (Table 2-2). Retrieved from https://www.ideadata.org/arc_toc11.asp#partbLRE

Voltz D. L. (1992). Just what do you mean, collaborate? LD Forum, 17, 32–34.

Voltz D. L. Elliott R. N. Jr. Cobb H. B. (1994). Collaborative teacher roles: Special and general educators. Journal of Learning Disabilities, 27, 527–535.

Wallace T. Shin J. Bartholomay T. Stahl B. J. (2001). Knowledge and skills for teachers supervising the work of paraprofessionals. Exceptional Children, 67, 520–533.

Weishaar M. K. (2001). The regular educator’s role in the individual education plan process. The Clearing House, 75, 96–98.