Abelson, A.G., & Weiss, R. (1984). Mainstreaming the handicapped: The views of parents of nonhandicapped pupils. Spectrum2, 27–29.
2.
Abramson, M., Wilson, V., Yoshida, R.K., & Hagerty, G. (1983). Parents' perceptions of their learning disabled childs educational performance. Learning Disability Quarterly6, 184–194.
3.
Berres, M.S., & Knoblock, P. (Eds.). (1987). Program models for mainstreaming: Integrating students with moderate to severe disabilities. Austin, TX: PRO-ED.
4.
Blalock, G. (1991). Paraprofessionals: Critical team members in our special education programs. Intervention in School and Clinic26, 200–214.
5.
Braaten, S., Kauffman, J., Braaten, B., Polsgrove, L., & Nelson, C.M. (1988). The Regular Education Initiative: Patent medicine for behavioral disorders. Exceptional Children55, 21–27.
6.
Clune, W.H., & White, P.A. (1988). School-based management: Institutional variation, implementation, and issues for further research. New Brunswick, NJ: Center for Policy Research in Education, Rutgers University.
7.
Donaldson, J. (1980). Changing attitudes toward handicapped persons: A review and analysis of research. Exceptional Children43, 504–516.
8.
Fiedler, C., & Simpson, R.L. (1987). Modifying the attitudes of nonhandicapped high school students toward handicapped peers. Exceptional Children53, 342–351.
9.
Gersten, R., & Woodward, J. (1990). Rethinking the Regular Education Initiative: Focus on the classroom teacher. Remedial and Special Education, 11, (3), 7–16.
10.
Goodlad, J.I. (1990). Teachers for our nation's schools. San Francisco: Jossey-Bass.
11.
Harris, J.A. (1974). Drastic proposals for educational improvement. Today's Education, 63, (4), 5.
12.
Heller, H., & Schilit, J. (1987). The Regular Education Initiative: A concerned response. Focus on Exceptional Children20, 1–6.
13.
Hersh, R., & Walker, H.M. (1983). Great expectations: Making school effective for all students. Policy Review Studies2, 147–188.
14.
Hudson, F., Graham, S., & Warner, M. (1979). Mainstreaming: An examination of the attitudes and needs of regular classroom teachers. Learning Disability Quarterly3, 558–562.
15.
Idol, L., & West, J.F. (1987). Consultation in special education (Part 2): Training and practice. Journal of Learning Disabilities20, 474–494.
16.
Karagianis, L., & Nesbit, W. (1983). Support services: The neglected ingredient in the integration recipe. Special Education in Canada, 53, (3), 18–19.
17.
Kauffman, J.M. (1989). The Regular Education Initiative as Reagan-Bush education policy: A trickle-down theory of education of the hard-to-teach. The Journal of Special Education23, 256–278.
18.
Knoff, H.M. (1984). Mainstreaming attitudes and special placement knowledge in labeling versus nonlabeling states. Remedial and Special Education, 5, (6), 7–14.
19.
Knoff, H.M. (1985). Attitudes toward mainstreaming: A status report and comparison of regular and special educators in New York and Massachusetts. Psychology in the Schools22, 410–418.
20.
Koegel, R.L., Rincover, A., & Egel, A.L. (1982). Educating and understanding autistic children. San Diego: College-Hill.
21.
Larrivee, B., & Cook, L. (1979). Mainstreaming: A study on the variables affecting teacher attitude. The Journal of Special Education13, 315–324.
22.
Lieberman, L.M. (1992). Preserving special education.‥for those who need it. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education (pp. 13–25. Boston: Allyn & Bacon.
23.
Lipsky, D.K., & Gartner, A. (1992). Achieving full inclusion: Placing the student at the center of educational reform. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education (pp. 3–12. Boston: Allyn & Bacon.
24.
Martin, E. (1974). Some thoughts on mainstreaming. Exceptional Children41, 150–153.
Mertens, S., & Yarger, S.J. (1988). Teaching as a profession: Leadership, empowerment, and involvement. Journal of Teacher Education, 39, (1), 32–37.
27.
Mesibov, G.B. (1992). Treatment issues with high-functioning adolescents and adults with autism. In E. Schopler & G.B. Mesibov (Eds.), High-functioning individuals with autism (pp. 143–155. New York: Plenum Press.
28.
Miller, L. (1990). The Regular Education Initiative and school reform: Lessons from the mainstream. Remedial and Special Education, 11, (3), 17–22.
29.
Miller, T.L., & Sabatino, D.A. (1978). An evaluation of the teacher consultant model as an approach to mainstreaming. Exceptional Children44, 86–91.
30.
Moore, J., & Fine, M.J. (1979). Regular and special class teachers' perceptions of normal and exceptional children and their attitudes toward mainstreaming. Psychology in the Schools15, 253–259.
31.
Myles, B.S., & Simpson, R.L. (1989). Regular educators' modification preferences for mainstreaming mildly handicapped children. The Journal of Special Education22, 479–492.
32.
Myles, B.S., & Simpson, R.L. (1990). Mainstreaming modification preferences of parents of elementary-age children with learning disabilities. Journal of Learning Disabilities23, 234–239.
33.
National Association for Retarded Citizens. (1973). The right to choose. Arlington, TX: Author.
34.
National Council on Disability. (1989). The education of students with disabilities: Where do we stand?Washington, DC: Author.
35.
Newman, R.K., & Simpson, R.L. (1983). Modifying the least restrictive environment to facilitate the integration of severely emotionally disturbed children and youth. Behavioral Disorders, 8, (2), 103–112.
36.
O'Rourke, A.P. (1980). A comparison of principal and teacher attitudes toward handicapped students and the relationship between those attitudes and school morale of handicapped students. Dissertation Abstracts International, 40, (7-A), 3954.
37.
Peterson, N.L. (1987). Early intervention for handicapped and at-risk children. Denver: Love.
38.
Pickett, A.L. (1980). Roles of paraprofessionals in school. Education Unlimited2, 6–7.
39.
Polloway, E.A., Patton, J.R., Payne, J.S., & Payne, R.A. (1989). Strategies for teaching learners with special needs. Columbus, OH: Merrill.
40.
Pugach, M.C., & Allen-Meares, P. (1985). Collaboration at the preservice level: Instructional and evaluation activities. Teacher Education and Special Education8, 132–143.
41.
Quill, K.A. (1990). A model for integrating children with autism. Focus on Autistic Behavior, 5, (4), 1–19.
42.
Reynolds, B.J., Martin-Reynolds, J., & Mark, F.D. (1982). Elementary teachers' attitudes toward mainstreaming educable retarded students. Education and Training of the Mentally Retarded17, 171–176.
43.
Sailor, W. (1991). Special education in the restructured school. Remedial and Special Education, 12, (6), 8–22.
44.
Sailor, W., Anderson, J., Halvorsen, A. T., Doering, K., Filler, J., & Goetz, L. (1989). The comprehensive local school: Regular education for all students with disabilities. Baltimore: Brookes.
45.
Salend, S.J. (1990). Effective mainstreaming. New York: Macmillan.
46.
Sasso, G.M. (1987). Social interactions: Issues and procedures. Focus on Autistic Behavior, 2, (4), 1–7.
47.
Sasso, G.M., Simpson, R.L., & Novak, C.G. (1985). Procedures for facilitating integration of autistic children in public school settings. Analysis and Intervention in Developmental Disabilities5, 233–246.
48.
Schrag, J. (1990). Charting the course for the 1990s. In L.M. Bullock & R.L. Simpson (Eds.), Monograph on critical issues in special education: Implications for personnel preparation (pp. 2–8. Denton: University of North Texas.
49.
Simpson, R.L., & Myles, B.S. (1989). Parents' mainstreaming modification preferences for children with educable mental handicaps, behavior disorders and learning disabilities. Psychology in the Schools26, 292–301.
50.
Simpson, R.L., & Myles, B.S. (1990). The general education collaboration model: A model for successful mainstreaming. Focus on Exceptional Children, 23, (4), 1–10.
51.
Simpson, R.L., & Myles, B.S. (1991). Ancillary staff members' mainstreaming recommendations for students with exceptionalities. Psychology in the Schools, 28, (1), 26–32.
52.
Simpson, R.L., & Regan, M. (1988). Management of autistic behavior. Austin, TX: PRO-ED.
53.
Simpson, R.L., & Sasso, G.M. (1992). Full inclusion of students with autism in general education settings: Values versus science. Focus on Autistic Behavior, 7, (3), 1–13.
54.
Smith, M.L., & Glass, G.V. (1980). Meta-analysis of research on class size and its relationshp to attitudes and instruction. American Educational Research Journal, 17, (4), 419–433.
55.
Stephens, T.M., & Benjamin L.B. (1981). Measures of general classroom teachers' attitudes toward handicapped children. Exceptional Children46, 292–297.
Tomchek, L.B., Gordon, R., Arnold, M., Handleman, J., & Harris, S. (1992). Teaching children with autism and their normally developing peers: Meeting the challenges of integrated education. Focus on Autistic Behavior, 7, (2), 1–19.
58.
U.S. Department of Education. (1992). Fourteenth annual report to Congress on the implementation of the Individuals with Disabilities Education Act. Washington, DC: Author.
59.
Vergason, G.A., & Anderegg, M.L. (1992). Preserving the least restrictive environment. In W. Stainback & S. Stainback (Eds.), Controversial issues confronting special education (pp. 45–54. Boston: Allyn & Bacon.
60.
Walberg, H.J., & Lane, J.J. (1989). Organizing for learning: Toward the 21st century. Reston, VA: National Association of Secondary School Principals.
61.
West, J.F., & Brown, P.A. (1987). State departments of education policies on consultation in special education: The state of the states. Remedial and Special Education, 8, (3), 45–51.
62.
White, P.A. (1989, September). An overview of school-based management: What does the reaearch say?NAASP Bulletin, 1–8.
63.
Williams, R.J., & Algozzine, B. (1979). Teachers' attitudes toward mainstreaming. The Elementary School Journal80, 63–67.
64.
Wing, L. (1992). Manifestations of social problems in high-functioning autistic people. In E. Schopler & G.B. Mesibov (Eds.), High-functioning individuals with autism (pp. 129–142. New York: Plenum Press.
65.
Ysseldyke, J.E., Algozzine, B., & Thurlow, M.L. (1992). Critical issues in special education. Boston: Houghton Mifflin.