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The Foundation of Inclusive Education
A Compendium of Articles on Effective Strategies to Achieve Inclusive Education
 Second Edition now available!!
This textbook is a must for all who are struggling with the complexities of inclusive education.
Diane Lea Ryndak and Douglas Fisher, Editors.
Foreword by Steve Taylor
This second edition of the book of readings from RPSD includes some of the most impressive articles about inclusive education that have been published in recent years. The compendium includes articles from the first edition and newly added articles. The book is organized according to the following subject areas:
- LRE and School Inclusion: Concepts, Advocacy, and Personnel Preparation
- Strategies for Teaching and Learning in Inclusive Classes: Planning, Implementing, and Evaluating Instruction
- Strategies for Providing Supports in Inclusive Classes: Engaging Peers and Paraprofessionals
- Outcomes of School Inclusion: Short and Long Term Effects
WHAT THE REVIEWERS SAY!
The authors represented in this new resource are the most qualified specialists researching and applying strategies for inclusive education today."
~ Norris Haring, University of Washington
"A book rich with the basic concepts, supportive research, and change strategies critical to establishing inclusive schools."
~ Martha Snell, University of Virginia
"The Foundations of Inclusive Education explains not only the rationale, but also the practicalities of creating and maintaining inclusion."
~ Douglas Biklen, Syracuse University
"Finally, a collection of seminal readings university instructors can use to provide both contemporary and historical readings for any number of classes in special education!"
~ Jacqueline Thousand, California State University, San Marcos
Table of Contents
SECTION I ~ LRE and SCHOOL INCLUSION: CONCEPTS, ADVOCACY, AND PERSONNEL PREPARATION
Introduction by Diane Lea Ryndak
- Taylor, S. (1988). Caught in the Continuum: A Critical Analysis of the Principle of Least Restrictive Environment.
- Erwin, E., & Soodak, L. (1995). I Never Knew I Could Stand Up to the System: Families Perspectives on Pursuing Inclusive Education.
- Ryndak, D.L., Clark, D., Conroy, M., & Holthaus Stuart, C. (2001). Preparing Teachers to Meet the Needs of Students With Severe Disabilities: Program Configuration and Expertise.
- Kliewer, C. & Biklen, D. (2001). "School’s Not Really A Place for Reading:" A Research Synthesis of the Literate Lives of Students with Severe Disabilities.
SECTION II ~ STRATEGIES FOR TEACHING AND LEARNING IN INCLUSIVE CLASSES: PLANNING, IMPLEMENTING, AND EVALUATING INSTRUCTION
Introduction by Diane Lea Ryndak
- Jackson, L., Ryndak, D. L., & Billingsley, F. (2000). Useful Practices in Inclusive Education: A Preliminary View of What Experts in Moderate to Severe Disabilities Are Saying.
- Hunt P., Doering, K., Hirose-Hatae, A., Maier, J., & Goetz, L. (2001). Across-Program Collaboration to Support Students With and Without Disabilties in a General Education Classroom.
- Janney, R., & Snell, M. (1997). How Teachers Include Students with Moderate and Severe Disabilities in Elementary Classes: The Means and Meaning of Inclusion.
- Weigle, K. (1997). Positive Behavioral Support as a Model for Promoting Educational Inclusion.
- Knoster, T.P., (2000). Practical Application of Functional Behavioral Assessment in Schools.
SECTION III ~ STRATEGIES FOR PROVIDING SUPPORTS IN INCLUSIVE CLASSES: ENGAGING PEERS AND PARAPROFESSIONALS
Introduction by Diane Lea Ryndak
- Janney, R., & Snell, M.(1996). How Teachers Use Peer Interactions to Include Students with Moderate and Severe Disabilities in Elementary General Education Classes.
- Gilberts, G. H., Agran, M., Hughes, C., & Wehmeyer, M. (2001). The Effects of Peer Delivered Self-Monitoring Strategies on the Participation of Students with Severe Disabilities in General Education Classrooms.
- Fisher, D., Pumpian, I., & Sax, C. (1998). High School Students Attitudes About and Recommendations for Their Peers with Significant Disabilities.
- Giangreco, M. F., Broer, S. M., & Edelman, S. W. (1999). The Tip of the Iceberg: Determining Whether Paraprofessional Support is Needed for Students with Disabilities in General Education Settings.
- Giangreco, M. F., Broer, S. M., & Edelman, S. W. (2001). Teacher Engagement with Students with Disabilities: Differences Between Paraprofessional Service Delivery Models.
- Minondo, S., Meyers, L. H., & Xin, J. F. (2001). The Role and Responsibilities of Teaching Assistants in Inclusive Education: What’s Appropriate?
SECTION IV ~OUTCOMES OF SCHOOL INCLUSION: SHORT AND LONG TERM EFFECTS
Introduction by Diane Lea Ryndak
- Hunt, P., Farron-Davis, F., Beckstead, S., Curtis, D., & Goetz, L. (1994). Evaluating the Effects of Placement of Students with Severe Disabilities in General Education versus Special Classes.
- Fryxell, D. & Kennedy, C.H. (1995). Placement Along the Continuum of Services and Its Impact on Students’ Social Relationships.
- Schnorr, R. F. (1990). "Peter? He Comes and Goes... :" First Graders’ Perspectives on a Part-time Mainstream Student.
- Schnorr, R. F. (1997). From Enrollment to Membership: "Belonging" in Middle and High School Classes.
- Ryndak, D.L., Downing, J.E., Jacqueline, L.R., & Morrison, A.P. (1995). Parents’ Perceptions After Inclusion of Their Children with Moderate or Severe Disabilities.
- Fisher, M. & Meyer, L. H. (2002). Development and Social Competence After Two Years For Students Enrolled in Inclusive and Self-Contained Educational Programs.
- Ryndak, D. L., Morrison, A. P., & Sommerstein, L. (1999). Literacy Before and After Inclusion in General Education Settings: A Case Study.
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