Introduction to Special Issue on Teachers' Perceptions: Issues Related to the Instruction of Students with Learning Disabilities

Anders P. Richardson V. (1991). Research directions: Staff development that empowers teachers' reflection and enhances instruction. Language Arts, 68 (4), 312–316.

Arguelles M.E. Schumm J.S. Vaughn S. (1996). Executive summaries for ESE/FEFP Pilot Program. Tallahassee: Report submitted to Florida Department of Education.

Greenwood C.R. Delquadri J.C. Hall R.V. (1989). Longitudinal effects of classwide peer tutoring. Journal of Educational Psychology, 81, 371–383.

Hallahan D.P. Keller C.E. McKinney J.D. Lloyd J.W. Bryan T. (1988). Examining the research base of the regular education initiative: Efficacy studies and the adaptive learning environment model. Journal of Learning Disabilities, 21 (1), 29–35, 55.

Keogh B.K. (1988). Improving services for problem learners: Rethinking and restructuring. Journal of Learning Disabilities, 21, 19–27.

Lipsky D.K. Gartner A. (1987). Capable of achievement worthy of respect: Education for handicapped students as if they were full-fledged human beings. Exceptional Children, 54, 69–74.

McIntosh R. Vaughn S. Schumm J.S. Haager D. Lee O. (1993). Observations of students with learning disabilities in general education classrooms. Exceptional Children, 60 (3), 249–261.

Moody S.W. Vaughn S. Schumm J.S. (1997). Instructional grouping for reading: Teachers' views. Remedial and Special Education, 18 (6), 347–356.

Reynolds M.C. Wang M.C. Walberg H.J. (1987). The necessary restructuring of special and regular education. Exceptional Children, 53, 391–398.

Richardson V. Anders P. Tidwell D. Lloyd C. (1991). The relationship between teachers' beliefs and practices in reading comprehension instruction. American Educational Research Journal, 28 (3), 559–586.

Schumm J.S. Vaughn S. (1991). Making adaptations for mainstreamed students: General classroom teachers' perspectives. Remedial and Special Education, 12, 18–27.

Schumm J.S. Vaughn S. (1992). Planning for mainstreamed special education students: Perceptions of general classroom teachers. Exceptionality, 3, 81–98.

Schumm J.S. Vaughn S. (1995). Meaningful professional development in accommodating students with disabilities. Remedial and Special Education, 16 (6), 344–353.

Schumm J.S. Vaughn S. Elbaum B.E. (1996). Teachers' perceptions of grouping practices for reading instruction. In Leu D.L. Kinzer C.K. Hinchman K.A. (Eds.), Literacies for the 21st century: Research and practice (Forty-Fifth Yearbook of The National Reading Conference) (pp. 543–551). Chicago: National Reading Conference.

Schumm J.S. Vaughn S. Haager D. Klingner J.K. (1994). Literacy instruction for mainstreamed students. What suggestions are provided in basal reading series? Remedial and Special Education, 15 (1), 14–20.

Schumm J.S. Vaughn S. Moody S.W. (1996). Grouping for reading instruction in general education classrooms: Does one size fit all? Unpublished manuscript, University of Miami, Coral Gables, FL.

Stainback S. Stainback W. (1984). Methodological considerations in qualitative research. Journal of the Association for Persons with Severe Handicaps, 9 (4), 296–303.

Vaughn S. Hughes M.T. Schumm J.S. Klingner J. (this issue). A collaborative effort to enhance reading and writing instruction in inclusion classrooms. Learning Disability Quarterly.

Will M. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411–415.