Episode 1 references · Shelley Moore, 2018 References Research Anderson, C., Klassen, R., &...
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www.fivemooreminutes.com Shelley Moore, 2018 References Research Anderson, C., Klassen, R., & Georgiou, G. (2007). What teachers say they need and what school psychologists can offer. School Psychology International, 28(2), 131-147. Bigby, C., Frawley, P. & Ramcharan, P. (2013) Conceptualizing Inclusive Research with People with Intellectual Disability. Journal of Applied Research in Intellectual Disabilities, 27, 3–12. Brown, L., Branston, M. B., Hamre-Nietupski, S., Pumpian, I., Certo, N., & Gruenewald, L. (1979). A strategy for developing chronological-age-appropriate and functional curricular content for severely handicapped adolescents and young adults. The Journal of Special Education, 13(1), 81-90. Carter, E. W., Hughes, C., Guth, C. B., & Copeland, S. R. (2005). Factors influencing social interaction among high school students with intellectual disabilities and their general education peers. American Journal on Mental Retardation, 110(5), 366-377. Carter, E. W., Sisco, L. G., Brown, L., Brickham, D., & Al-Khabbaz, Z. A. (2008). Peer interactions and academic engagement of youth with developmental disabilities in inclusive middle and high school classrooms. American Journal on Mental Retardation, 113(6), 479-494. Carter, E. W., Sisco, L. G., Melekoglu, M. A., & Kurkowski, C. (2007). Peer supports as an alternative to individually assigned paraprofessionals in inclusive high school classrooms. Research and Practice for Persons with Severe Disabilities, 32(4), 213-227. Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y. C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78(1), 107-125. Feldman, R., Carter, E., Asmus, J., & Brock, M. E. (2015). Presence, proximity, and peer interactions of adolescents with severe disabilities in general education classrooms. Exceptional Children, 82(2), 192- 208. Fisher, D., & Frey, N. (2001). Access to the core curriculum: Critical ingredients for student success. Remedial and Special education, 22(3), 148-157. Fryxell, D., & Kennedy, C. H. (1995). Placement along the continuum of services and its impact on students' social relationships. Journal of the Association for Persons with severe Handicaps, 20(4), 259-269. Episode 1 References Written by Shelley Moore Episode 1 References , Page 1
Transcript of Episode 1 references · Shelley Moore, 2018 References Research Anderson, C., Klassen, R., &...
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ReferencesResearch
Anderson,C.,Klassen,R.,&Georgiou,G.(2007).Whatteacherssaytheyneedandwhatschoolpsychologistscanoffer.SchoolPsychologyInternational,28(2),131-147.
Bigby,C.,Frawley,P.&Ramcharan,P.(2013)ConceptualizingInclusiveResearchwithPeoplewithIntellectualDisability.JournalofAppliedResearchinIntellectualDisabilities,27,3–12.
Brown,L.,Branston,M.B.,Hamre-Nietupski,S.,Pumpian,I.,Certo,N.,&Gruenewald,L.(1979).Astrategyfordevelopingchronological-age-appropriateandfunctionalcurricularcontentforseverelyhandicappedadolescentsandyoungadults.TheJournalofSpecialEducation,13(1),81-90.
Carter,E.W.,Hughes,C.,Guth,C.B.,&Copeland,S.R.(2005).Factorsinfluencingsocialinteractionamonghighschoolstudentswithintellectualdisabilitiesandtheirgeneraleducationpeers.AmericanJournalonMentalRetardation,110(5),366-377.
Carter,E.W.,Sisco,L.G.,Brown,L.,Brickham,D.,&Al-Khabbaz,Z.A.(2008).Peerinteractionsandacademicengagementofyouthwithdevelopmentaldisabilitiesininclusivemiddleandhighschoolclassrooms.AmericanJournalonMentalRetardation,113(6),479-494.
Carter,E.W.,Sisco,L.G.,Melekoglu,M.A.,&Kurkowski,C.(2007).Peersupportsasanalternativetoindividuallyassignedparaprofessionalsininclusivehighschoolclassrooms.ResearchandPracticeforPersonswithSevereDisabilities,32(4),213-227.
Carter,E.W.,Moss,C.K.,Hoffman,A.,Chung,Y.C.,&Sisco,L.(2011).Efficacyandsocialvalidityofpeersupportarrangementsforadolescentswithdisabilities.ExceptionalChildren,78(1),107-125.
Feldman,R.,Carter,E.,Asmus,J.,&Brock,M.E.(2015).Presence,proximity,andpeerinteractionsofadolescentswithseveredisabilitiesingeneraleducationclassrooms.ExceptionalChildren,82(2),192-208.
Fisher,D.,&Frey,N.(2001).Accesstothecorecurriculum:Criticalingredientsforstudentsuccess.RemedialandSpecialeducation,22(3),148-157.
Fryxell,D.,&Kennedy,C.H.(1995).Placementalongthecontinuumofservicesanditsimpactonstudents'socialrelationships.JournaloftheAssociationforPersonswithsevereHandicaps,20(4),259-269.
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References
Fryxell,D.,&Kennedy,C.H.(1995).Placementalongthecontinuumofservicesanditsimpactonstudents'socialrelationships.JournaloftheAssociationforPersonswithsevereHandicaps,20(4),259-269.
Giangreco,M.F.,&Doyle,M.B.(2007).Quick-guidestoinclusion:Ideasforeducatingstudentswithdisabilities.BrookesPublishingCompany.POBox10624,Baltimore,MD21285.
JamesonJ.M., McDonnellJ., Polychronis S., Riesen T. (2008). Embedded,constanttimedelayinstructionbypeerswithoutdisabilitiesingeneraleducationclassrooms.IntellectualandDevelopmentalDisabilities,46, 346–363.
Kwon,K.A.,Elicker,J.,&Kontos,S.(2011).SocialIEPobjectives,teachertalk,andpeerinteractionininclusiveandsegregatedpreschoolsettings.EarlyChildhoodEducationJournal,39(4),267-277.
Lindsay,G.2007.Annualreview:Educationalpsychologyandtheeffectivenessofinclusiveeducation/mainstreaming.BritishJournalofEducationalPsychology77,1–24.
Polloway,E.A.,Patton,J.R.,C.Smith,T.E.,&Buck,G.H.(1997).Mentalretardationandlearningdisabilities:Conceptualandappliedissues.JournalofLearningDisabilities,30(3),297-308.
UnitedStatesDepartmentofEducation.(2011).PartB:EducationalEnvironment2011:TableB3-2.Percentageofallstudentsages6through21servedunderIDEA,PartB,byeducationalenvironmentandstate:Fall2011.
Websites&Organizationswww.inclusionbc.orghttp://www.inclusionbc.org/our-priority-areas/disability-supports/institutions
www.geraldo.comhttp://index.geraldo.com/folio/willowbrook
PeopleBeairsto,B.(2014)
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