Including Students with Special Needs: A Practical Guide for Classroom Teachers. Third Edition.
By M. Friend, W. Bursuck. 2002
459 citations recorded by the source corpus.
View Paper: https://www.semanticscholar.org/paper/c636c4b4ffa11f62e0a465a9dd6dd34dda680040
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
- Wendy W. Murawski
- Lisa A. Dieker
- Y. Leyser
- Shlomo Romi
- T. Zeiger
- Rea Kirk *
- Marcia L. Rock
- Qilei Hang
Citations in the corpus
- Use of Strategic Self-Monitoring to Enhance Academic Engagement, Productivity, and Accuracy of Students With and Without Exceptionalities (2005, background): “These students often demonstrate diverse cognitive abilities, evidence multiple and varied instructional needs, and perform academically above or below their same-age peer group (Friend & Bursuck, 1999).”
- Evaluating Inclusion: an examination of parent views and factors influencing their perspectives (2004, background): “Finally, parental concern regarding socialisation issues, namely, friendship, acceptance, and attitudes by peers, are being addressed in many instructional materials, curricular units, learning activities, and social skills training programs (Friend & Bursuck, 2002; Salend, 2001).”
- Changes in Self-efficacy of Prospective Special and General Education Teachers: Implication for inclusive education (2011, background): “…teachers’ attitudes and willingness to include students with diverse abilities and the teachers’ perceived confidence or sense of efficacy in being able to work with these students will determine the success of inclusion (Friend & Bursuck, 2009; McLeskey, Waldron, So, Swanson, & Loveland, 2001).”
- Tips and Strategies for Co-Teaching at the Secondary Level (2004, background): “In addition to Friend and Cook, some other excellent references for more insight into different ways to collaboratively share the instruction in a classroom include Bauwens and Hourcade (1997), Friend and Bursuck (2002), and Hughes and Murawski (2001).”
- Co-Teaching in a Teacher Education Classroom: Collaboration, Compromise, and Creativity. (2012, unknown): “…readiness to co-teach (Bradley, King-Sears, & Tessier-Switlick, 1997; Murawski & Dieker, 2004), clarifying roles, responsibilities, and expectations (Friend & Bursuck, 2002; Murawski & Dieker, 2004; Murray, 2004), scheduling shared planning time (Friend & Cook, 2002), and effective communication,…”