7.+References



**References**
 Calhoun, M. B., & Fuchs, L. S. (2003). The effects of peer-assisted learning strategies and curriculum-based measurement on the mathematics performance of secondary students with disabilities. //Remedial and Special Education //, //24//(4), 235-245. 

Calhoun and Fuchs focused on determining the effects of peer-assisted learning strategies (PALS) and curriculum-based measurements (CBM) on the mathematics performance of secondary students with learning disabilities. Results indicated an increase in computation skills and no impact on math application skills.

Carter, N., Prater, M., Jackson, A., & Marchant, M. (2009). Educators’ perceptions of collaborative planning processes for students with disabilities//. Preventing School Failure 54(//1), 60-71.

The collaborative processes between special and general educators were studied and characteristics of positive collaboration were determined. Results indicated common philosophies were determined to positively impact the collaborative process between general and special educators.

Cotugno, A.J. (2009). Social competence and social skills training and intervention for children with autism spectrum disorders. //Journal of Autism and Developmental Disorders, 39//(9), 1268-1277.

This study explores whether social skills and competencies of children with autism are improved through skills training and peer feedback.

Lee, L., & Lee, S. (2009). Effects of instructional rubrics on class engagement behaviors and the achievement of lesson objectives by students with mild mental retardation and their typical peers. //Education and Training in Developmental Disabilities, 44//(3), 396-408. This study discusses the positive impact of using instructional rubrics on class engagement behaviors and instructional content of students with mild mental retardation in inclusive settings.

Simpkins, P.M. (2009). Differentiated curriculum enhancements in inclusive fifth-grade science classes. //Remedial and Special Education, 30//(5), 300-308.  Impact of modifications for students in general education classes were studied in inclusive classrooms. When compared with typical instruction, differentiated curriculum enhancements resulted in higher test scores on and a higher degree of satisfaction by both teachers and students.

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**Books about Inclusion Students with High Incidence Disabilities ** ======  Boyle, J., & Scanlon, D. (2009). Methods and strategies for teaching students with mild disabilities: A case-based approach. NY: Wadsworth.  Mercer, C.D., & Mercer, A.R. (2004). Teaching students with learning problems (7th ed.). Upper Saddle River, NJ: Prentice Hall.  <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Stichter, J. P., Conroy, M. A., & Kauffman, J. M. (2008). An introduction to students with high incidence disabilities. Upper Saddle River, NJ: Merrill/Prentice Hall/ Pearson.

<span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">**<span style="color: #800000; font-family: Arial,Helvetica,sans-serif;"> Books about Learning Disabilities ** <span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;"><span style="color: #000000; font-family: Arial,Helvetica,sans-serif;">Bradley, R., Danielson, L., & Hallahan, D.P. (2002). //Identification of learning disabilities: Research to practice.// Mahwah, N.J.: Lawrence Erlbaum Associates. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> Lerner, J., & Kline, F. (2005). //Learning disabilities and related disorders: Characteristics and teaching strategies (10th ed.).// NY: Wadsworth.

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<span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**Books about Emotional Disturbance**
<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">Kauffman, J., & Landrum, T. (2008). //Characteristics of Emotional and Behavioral Disorders of Children and Youth (9th ed.)//. Upper Saddle River, NJ: Merrill/Prentice Hall/ Pearson.

<span style="color: #800000; font-family: Arial,Helvetica,sans-serif; font-size: 12pt;">**Books about Mental Retardation**
<span style="color: #000000; font-family: Arial,Helvetica,sans-serif;"><span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Algozzine, R., & Ysseldyke, J. (2006). //Teaching students with mental retardation: A practical guide for every teacher//. Corwin.

<span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">
=**<span style="color: #800000; font-family: Arial,Helvetica,sans-serif;">Books about Autism **= <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">McLeskey, J., Rosenberg, M., & Westling, D. (2009). //Inclusion: Highly effective practices for all students//. Upper Saddle River, NJ: Prentice Hall.

Silverman, S., & Weinfeld, R. (2007). //School success for kids with asperger’s syndrome: A practical guide for parents and teachers.// Prufrock Press.

Weis, M., & McBride, K. (2008). //Practical solutions for educating children with high-functioning autism and asperger syndrome.// Autism Asperger