The Wrong Question,Still: A Response to “ is Inclusivity an Indicator of Quality of Care for Children with Autism in Special Education ” by E. Michael Foster and Erin Pearson

Bellini S. , & Akullian J. (2007). A meta-analysis of video modeling and video self-modeling interventions for children and adolescents with autism spectrum disorders. Exceptional Children, 73, 264–287.

Brown L. Long E. Udvari-Solner A. , & Schwarz P. (1989). Should students with severe intellectual disabilities be based in regular or in special education classrooms in home schools? Journal of the Association for Persons with Severe Handicaps, 14(1), 8–12.

Brown L. Nietupski J. , & Hamre-Nietupski S. (1976). Criterion of ultimate functioning. Hey, don't forget about me! Education's Investment in the Severely, Profoundly, and Multiply Handicapped, (pp. 2–15). Reston, VA: Council for Exceptional Children.

Diament M. (2012, November 1). Study: Inclusion may not be best after all. Disability Scoop. Retrieved from http://www.disabilityscoop.com/2012/ll/01/study-inclusion-may-not-best/16777/.

Foster M. E. , & Pearson E. (2012). Is inclusivity an indicator of quality of care for children with autism in special education? Pediatrics, 130, S179–S185.

Freeman S. , & Alkin M. C. (2000). Academic and social attainments of children with mental retardation in general education and special education settings. Remedial and Special Education, 21, 3–18.

Kurth J. , & Mastergeorge A. M. (2012). Impact of setting and instructional context for adolescents with autism. Journal of Special Education, 46, 36–48.

Prochnow J. E. Kearney A. C. , & Carroll-Lind J. (2000). Successful inclusion: What do teachers say they need? New Zealand Journal of Educational Studies, 35, 157–177.

Rafferty Y. Piscitelli V. , & Boettcher C. (2003). The impact of inclusion on language development and social competence among preschoolers with disabilities. Exceptional Children, 69, 467–480.

Richardson J. G. (1994). Common, delinquent, and special: On the formalization of common schooling in the American states. American Educational Research Journal, 31, 695–723.

Ryndak D. L. Jackson L. , & White J. (2013). Involvement and progress in the general curriculum for students with extensive support needs: K-12 inclusive-education research and implications for the future. Inclusion, 1, 28–49.

Sailor W. , & Roger B. (2005). Rethinking inclusion: School-wide applications. Phi Delta Kappan, 86, 503.

SRI International, (n.d.). Study design and methodology. Retrieved August 5, 2013, from http://www.nlts2.org/studymeth/index.html#data_collection.

Taylor S. J. (1988). Caught in the continuum: A critical analysis of the principle of the least restrictive environment. Journal of the Association for Persons with Severe Handicaps, 13(1), 41–53.

Winzer M. A. (1998). A tale often told: The early progression of special education. Remedial & Special Education, 19, 212–218.