Book Review: School Reform for All Students: An Essay Review of Beyond Separate Education: Quality Education for All

Bickel W. E. Bickel D. D. (1986). Effective schools, classrooms, and instruction: Implications for special education. Exceptional Children, 52 (6), 489–500.

Butler-Nalin P. Padilla C. (1989, March). Dropouts: The relationship of student characteristics, behaviors, and performance for special education students. Paper presented at the American Education Research Association, Annual Meeting, San Francisco, CA.

Carlberg C. Kavale K. (1980). The efficacy of special versus regular class placement for exceptional children: A meta-analysis. Journal of Special Education, 14, 295–309.

Chambers A. J. (1989, June). Beyond Special Education. Testimony before the National Council on the Handicapped, Washington, DC.

Epps S. Tindall G. (1987). The effectiveness of differential programming in serving students with mild handicaps: Placement options and instructional programming. In Wang M. C. Reynolds M. C. Walberg H. J. (Eds.), Handbook of special education research and practice, Vol. 1. (pp. 213–252). New York: Pergamon.

Gersten R. Walker H. Darch C. (1988). Relationships between teachers' effectiveness of their tolerance for handicapped students: An exploratory study. Exceptional Children, 54 (5), 433–438.

Hardman M. McDonnell J. McDonnell A. (1989). The inclusive neighborhood school: Educating students with severe disabilities in the least restrictive environment. Unpublished paper, University of Utah, Department of Special Education, Salt Lake City.

Heritage Foundation. (1984). The crisis: Washington shares the blame Heritage Foundation Backgrounder. Washington DC: Author.

Jenkins J. Pious C. Peterson D. (1988). Categorical Programs for remedial and handicapped students Exceptional Children, 55(2), 147–158.

Kaufman J. M. Gerber M. M. Semmel M. I. (1988). Arguable assumptions underlying the regular education initiative. Journal of Learning Disabilities, 21 (1), 6–11.

Kuhn T. K. (1962). The structure of scientific revolutions. Chicago: University of Chicago Press.

Leinhardt G. Pallay A. (1982). Restrictive educational settings: Exile or haven? Review of Educational Research, 52, 557–578.

Lilly M. S. (1987). Lack of focus on special education in literature on educational reform. Exceptional Children, 53 (4), 325–326.

Lincoln County Schools. (1983). The Dignity of Risk. 409 SW Tenth St., Newport, Oregon: Horizon Video Productions.

NEA-CEC-AASA statement on the relationship between special education and general education. (1987). Washington, DC: Authors.

Pugach M. (1987). The national education reports and special education: Implications for teacher preparation. Exceptional Children, 53(4), 308–314.

Pugach M. (1988). Special education as a constraint on teacher education reform. Journal of Teacher Education, 39 (3), 52–59.

Shepard L. A. (1989). Why we need better assessments. Educational Leadership, 46 (7), 4–9.

Skirtic T. M. (1986). The crisis in special education knowledge: A perspective on perspective. Focus on Exceptional Children, 18 (7), 1–16.

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

Tucker M. S. (1989). To Secure Our Future: The Federal Role in Education. Rochester, NY: National Center on Education and the Economy.

Will M. W. (1986). Educating students with learning problems: A shared responsibility. Washington, DC: U.S. Department of Education.