Research Articles by Author

Atwood, R., & Oldham, B.  (1985).  Teachers' perceptions of mainstreaming in an inquiry oriented elementary science program.  Science Education, 69 (5), 619-624.

Baker, J., & Zigmond, N.  (1995).  The meaning and practice of inclusion for students with learning disabilities: themes and implications from the five cases. Journal of Special Education, 29 (2), 163-180.

Cawley, J. F.  Hayden, S., Cade, E., & Baker-Kroczynski, S.  (2002).  Including students with disabilities into the general education science classroom.  Exceptional  Children, 68 (4), 423-435.

Chung, S. (1998). The compatibility of reform initiatives in inclusion and science education: Perceptions of science teachers. West Lafayette, IN: Unpublished doctoral dissertation, Purdue University, Department of Educational Studies.

Maroney, S. A., Finson, K. D., Beaver, J. B. & Jensen, M. M. (2003). Preparing for successful inquiry in inclusive science classrooms. Teaching exceptional children, 36, (1), 18-25.

Mastropieri, M.A., & Scruggs, T.E.  (1997b).  How effective is inquiry learning forstudents with mild disabilities?  Journal of Special Education, 31 (2), 199-211.

Mastropieri, M.A., & Scruggs, T.E.  (2000).  The inclusive classroom: strategies for effective instruction, 3^rd edition.  New Jersey:  Prentice Hall.

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.

Palincsar, S.A., Collins, K. M., Marano, N. L. & Magnusson, S. J. (2000). Investigating the engagement and learning of students with learning disabilities in guided inquiry science teaching. Language, speech, and hearing services in schools, 31, 240-251.

Palincsar, S.A., Magnusson, S., Collins, K., & Cutter, J.  (2001).  Making science accessible to all: results of a design experiment in inclusive classrooms. Learning Disability Quarterly, 24 (Winter 2001), 15-32.

Palincsar, S.A., Magnusson, S. J., Marano, N., Ford, D., & Brown, N. (1998). Designing a community of practice: Principles and practices of the GisMLcommunity. Teaching and teacher education, 14 (1), 5-19.

Schumm, J., Vaughn, S.  (1991). Making adaptations for mainstreamed students: Regular classroom teacher’s perspectives. Remedial and Special education, 12 (4), 18-27.

Schumm, J., Vaughn, S., Haager, D., McDowell, J., Rothlein, L., & Saumell, L. (1995). General education teacher planning: what can students with learning disabilities expect?  Exceptional Children, 61 (4), 335-352.

Scruggs, T.E. & Mastropieri, M.A.  (1994a).  Successful Mainstreaming in Elementary  Science Classes:  A Qualitative Study of Three Reputational Cases.  American Educational Research Journal, 31 (4), 785-811.

Scruggs, T.E., & Mastropieri, M.A.  (1995b).  What makes special education special? Evaluating inclusion programs with the pass variables.  Journal of Special Education, 29 (2), 224-233.

Stockall, N., & Gartin, B.  (2002).  The nature of inclusion in a blue ribbon school: a revelatory case.  Exceptionality, 10 (3), 171-188.

Vaughn, S., Gersten, R., & Chard, D.  (2000).  The underlying message in LD intervention research: findings from research syntheses.  Exceptional Children, 67 (1), 99-114.

Vaughn, S., Schumm, J. S. (1994). Middle school teachers’ planning for students with learning disabilities. Remedial and special education, 15 (3), 152-161.

Vaughn, S., Schumm, J. S., Jallad, B., Slusher, J. and Saumell, L. (1996). Teachers’ views of inclusion. Learning disabilities Research and Practice, 11 (2), 96-106.

York, J., Vandercook, T., MacDonald, C., Heise-Neff, C., & Caughey, E.  (1991).  Feedback about integrating middle-school students with severe disabilities in general education classes.  Exceptional Children, 58 (3), 244-258.

Zigmond, N.  (1995).  An exploration of the meaning and practice of special education in the context of full inclusion of students with learning disabilities. Journal of Special Education, 29 (2), 109-115.