Sources Used:
Barnes, Ph.D., M. A. (2009). Effective inclusion practices. Electronic Journal for Inclusive Education, 2(4), Retrieved from http://corescholar.libraries.wright.edu/cgi/viewcontent.cgi?article=1101&context=ejie
This article examines five different inclusionary practices used successfully in classroom settings. These strategies include assessing the whole child, performance-based assessments, and use of visuals, specifically graphic organizers, and collaboration. The article also lists many benefits of inclusion practices, including the benefit of opportunities for socialization and peer mediation.
Dragoo, K. (2011). Research to practice: Do special education interventions improve learning of secondary content? a meta-analysis. The National Dissemination Center for Children with Disabilities, (Structured Abstact No. 80), Retrieved from http://nichcy.org/wp-content/uploads/docs/meta80.pdf
Garrett, J. T. (2007). Using speech recognition software to increase writing fluency for individuals with physical disabilities. (Master's thesis), Available from http://scholarworks.gsu.edu/.
This study is the result of research of speech recognition software on high-school students with physical disabilities that affect hand use. The study found that with regard to writing fluency, individuals who used speech recognition software were able to write much faster than with regular word-processing software. All participants were found to have had a higher fluency in writing and were able to write longer drafts of documents with less difficulty.
Hall, Pd.D, T., & Stegila, RAS, A. (11/03/2009). Peer-mediated instruction and intervention. Retrieved from http://aim.cast.org/sites/aim.cast.org/files/PeerMedInstrucNov3.pdf
This article is in support of peer-mediated instruction as a classroom strategy for individuals with disabilities. Empirically validated methods of peer mediation are outlined in this document, including instructions for teachers on how to set up groups enabled for peer mediation in the classroom. Peer mediation instruction/intervention has been shown to be widespread in its use due to several factors including its' clear theoretical base, sold research-based validation, and its' clear procedural applications.
McLesky, J., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Effective practices for all students. (2nd ed.). Pearson Education. http://www.pearsoned.co.uk/Bookshop/detail.asp?item=100000000422787
This article examines five different inclusionary practices used successfully in classroom settings. These strategies include assessing the whole child, performance-based assessments, and use of visuals, specifically graphic organizers, and collaboration. The article also lists many benefits of inclusion practices, including the benefit of opportunities for socialization and peer mediation.
Dragoo, K. (2011). Research to practice: Do special education interventions improve learning of secondary content? a meta-analysis. The National Dissemination Center for Children with Disabilities, (Structured Abstact No. 80), Retrieved from http://nichcy.org/wp-content/uploads/docs/meta80.pdf
Garrett, J. T. (2007). Using speech recognition software to increase writing fluency for individuals with physical disabilities. (Master's thesis), Available from http://scholarworks.gsu.edu/.
This study is the result of research of speech recognition software on high-school students with physical disabilities that affect hand use. The study found that with regard to writing fluency, individuals who used speech recognition software were able to write much faster than with regular word-processing software. All participants were found to have had a higher fluency in writing and were able to write longer drafts of documents with less difficulty.
Hall, Pd.D, T., & Stegila, RAS, A. (11/03/2009). Peer-mediated instruction and intervention. Retrieved from http://aim.cast.org/sites/aim.cast.org/files/PeerMedInstrucNov3.pdf
This article is in support of peer-mediated instruction as a classroom strategy for individuals with disabilities. Empirically validated methods of peer mediation are outlined in this document, including instructions for teachers on how to set up groups enabled for peer mediation in the classroom. Peer mediation instruction/intervention has been shown to be widespread in its use due to several factors including its' clear theoretical base, sold research-based validation, and its' clear procedural applications.
McLesky, J., Rosenberg, M. S., & Westling, D. L. (2013). Inclusion: Effective practices for all students. (2nd ed.). Pearson Education. http://www.pearsoned.co.uk/Bookshop/detail.asp?item=100000000422787