Haring et al. (1987): Promoting Equitable Peer Interactions and Supports in Inclusive Classrooms

Biggs E. E. Snodgrass M. R. (2020). Children’s perspectives on their relationships with friends with and without complex communication needs. Research and Practice for Persons with Severe Disabilities, 45(2), 81–97. https://doi.org/10.1177/1540796919901271

Carter E. W. Asmus J. Moss C. K. Biggs E. E. Bolt D. M. Born T. L. Brock M. E. Cattey G. N. Chen R. Cooney M. Fesperman E. Hochman J. M. Huber H. B. Lequia J. L. Lyons G. Moyseenko K. A. Riesch L. M. Shalev R. A. Vincent L. B. Weir K. (2016). Randomized evaluation of peer support arrangements to support the inclusion of high school students with severe disabilities. Exceptional Children, 82(2), 209–233. https://doi.org/10.1177/0014402915598780

Downing J. E. Peckham-Hardin K. D. (2007). Inclusive education: What makes it a good education for students with moderate to severe disabilities? Research and Practice for Persons with Severe Disabilities, 32(1), 16–30. https://doi.org/10.2511/rpsd.32.1.16

Haring T. G. Breen C. Pitts-Conway V. Lee M. Gaylord-Ross R. (1987). Adolescent peer tutoring and special friend experiences. Journal of the Association for the Severely Handicapped, 12(4), 280–286.

Jameson M. Hicks T. Lansey K. Kurth J. A. Jackson L. Zagona A. L. Burnette K. Agran M. Shogren K. Pace J. Gerasimova D. (2022). Predictions on the frequency and importance of social contacts across placements: A Bayesian multilevel model analysis. Research and Practice for Persons with Severe Disabilities, 47(4), 229–243. https://doi.org/10.1177/15407969221136538

Mansouri M. C. Kurth J. A. Lockman Turner E. Zimmerman K. N. Frick T. A. (2022). Comparison of academic and social outcomes of students with extensive support needs across placements. Research and Practice for Persons with Severe Disabilities, 47(2), 111–129.

Morningstar M. E. Kurth J. A. Johnson P. E. (2017). Examining national trends in educational placements for students with significant disabilities. Remedial and Special Education, 38(1), 3–12. https://doi.org/10.1177/0741932516678327

Schalock R. L. Wehmeyer M. L. (2013). The parent movement: Late modern times. In Wehmeyer M. L. (Ed.), The story of intellectual disability (pp. 187–232). Paul H. Brookes.

US Department of Education. (2023). 44th annual report to congress on the implementation of the Individuals with Disabilities Act, 2022. https://sites.ed.gov/idea/files/44th-arc-for-idea.pdf

Zagona A. L. Kurth J. A. Lockman Turner E. Pace J. Shogren K. Lansey Kirsten Jameson M. Burnette K. Mansouri M. Hicks T. Gerasimova D. (2022). Ecobehavioral analysis of the experiences of students with complex support needs in different classroom types. Research and Practice for Persons with Severe Disabilities, 47(4), 209–228. https://doi.org/10.1177/15407969221126496