Useful Practices in Inclusive Education: A Preliminary View of What Experts in Moderate to Severe Disabilities are Saying

By L. Jackson, D. Ryndak, F. Billingsley. 2000

94 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/2936e27be2215d930af31e4d987df0296c851395

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. Susan B. Palmer
2. M. Wehmeyer
3. M. Agran
4. J. Katz
5. P. Mirenda

In Education

1. M. Wehmeyer
2. Susan B. Palmer
3. M. Agran
4. J. Katz
5. K. Shogren
6. E. Carter
7. Dalun Zhang
8. Kathleen Lynne Lane

In Safety Research

1. M. Wehmeyer
2. Susan B. Palmer
3. M. Agran
4. Michael Cavin
5. J. Katz
6. P. Mirenda
7. K. Shogren
8. E. Carter

Citations in the corpus

• Participation of Students with Moderate to Severe Disabilities in the General Curriculum: The Effects of the Self-Determined Learning Model of Instruction (2006, background): “Further, Jackson, Ryndak, and Billingsley (2000) suggest that instructional strategies need to be evaluated within the context of general education practice.”
• INCLUDING STUDENTS WITH DEVELOPMENTAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: EDUCATIONAL BENEFITS (2002, background): “Programs that are tailored to students' learning strengths, rather than focussing solely on remediation, are likely to promote both academic achievement and engaged behavior for students with and without disabilities (Armstrong, 1994; Hearne & Stone, 1995; Jackson et al., 2000).”