EDUCATION

Related Bibliography: Inclusion Education

The articles listed detail definitions of inclusion, inclusive practices, and the different approaches states and localities are taking to effectively educate all students.

• Audette, B., & Algozzine, B. (1997). Re-inventing government? Let's re-invent special education. Journal of Learning Disabilities, Volume: 30, Issue: 4, p. 378.
  
  Persistent problems in meeting the intent of Public Law 94-142 (and its reauthorization legislation) are caused by the failure of federal and state leaders to collaborate beyond the boundaries of current policies to develop new approaches to meeting the learning needs of students with disabilities. Much of the hindrance derives from problems with current referral-to-placement procedures. This article proposes a way to escape from the quagmire of laws, regulations, and policies that make special education costly rather than free and that inhibit teachers from developing appropriate educational strategies.
• Bruneau-Balderrama, O. (1997). Inclusion: Making it work for teachers, too. The Clearing House, Volume: 70, Issue: 6, p.328-330.
  
  The authors discuss the factors of teacher personality, teaching philosophy, and classroom management style, which should be taken into consideration when students with disabilities are included in general education classrooms.
• Collings, G.D. (1999). A statewide snapshot of the potential for the preparation of educators and administrators in special education. Contemporary Education, Vol. 70, Issue 3, p46.
  
  Historical overview of different legislative milestones important to how students with disabilities are served and how personnel are prepared for the field of special education in Indiana. Description of the difficulty in staffing school with fully licensed special education teachers is discussed. Conclusions include the finding that only twenty percent of those surveyed in general education felt prepared to teach students with disabilities.
• Duchardt, B., Marlow, L., Inman, D., Christensen, P., & Reeves, M. (1999). Collaboration and co-teaching: General and special education faculty. Clearing House, Vol. 72, Issue 3, p186.
  
  Explores collaborative teaching in higher education in the United States. Elaboration on co-planning and co-teaching; Details on the Individuals with Disabilities Education Act (IDEA); Questions involving faculty members during a collaborative meeting; Application and conclusion.
• Johnson, S.D., & Roellke, C.F. (1999). Secondary teachers' and undergraduate education faculty members' perceptions of teaching-effectiveness criteria: A national survey. Communication Education, Volume: 48, Issue: 2, p. 127-138.
  
  This essay presents findings from a national survey of secondary-school teachers and undergraduate education faculty members regarding their perceptions of criteria related to gaining employment as a secondary-school teacher, effective teaching, and preparatory undergraduate coursework.
• Knight D., & Wadsworth D. (1999). Is the development of family/school partnerships promoted in the nation's special education teacher preparation programs? Contemporary Education, Volume: 70, Issue: 3, p. 22.
  
  This article details the neglect of family centered intervention instruction in teacher education programs. The growing importance of the family in assessment, program planning, and instruction is discussed as developing in the educational process. Conclusions include that a lack of knowledge and skills are a root cause of this situation. Emphasis is placed on the benefits of family intervention in the educational process in teaching students with disabilities.
• Salend, Spencer J., (2001). Creating Inclusive classrooms: Effective and Reflective Practices; 4th Edition. Multimedia Edition. Merrill-Prentice Hall.
  
  Textbook with sections including understanding the fundamentals and foundations of inclusion, creating an inclusive environment that supports learning for all students, and differentiating instruction for all students. Also included are many subject specific readings and websites, anecdotal illustrations of topics, suggested activities, a companion website, an attached CD with information and tutorials concerning IEP's. Index and reference sections are included.
• Slee, R. (2001) "Inclusion in Practice": Does Practice Make Perfect? Educational Administration Abstracts36, no.4, p.411-568.
• Wang, M.C., & Walberg, H. (1992). A Scenario for Better-Not Separate-Special Education. Educational Leadership, Vol. 50, Issue 2, p35.
  
  Suggests ways to improve disjointedness in special education. Lack of reliable information to justify students' placement in many special, compensatory, or remedial education programs; Unreliable classifications; Educational teams; Effective instructional strategies; Child study and classification; Monitoring of students; Coordinated teacher preparation.
• Wood, M. (1998). Whose job is it anyway? Educational roles in inclusion. Exceptional Children, Volume: 64, Issue: 2, p. 181-195.
  
  Qualitative research methods were used to investigate teachers' perceptions of their educational roles and collaborative teaching efforts in the inclusion of children with severe disabilities in general education classrooms.