More Resources on Inclusion

by DB-LINK on May 1, 2013
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This is a partial list of materials on this topic within our Catalog Database.  If you have additional questions, please contact us via email:

WELCOMING STUDENTS WHO ARE DEAF-BLIND INTO TYPICAL CLASSROOMS: Facilitating School Participation, Learning, and Friendships / Haring, Norris G. (Ed.); Romer, Lyle T. (Ed.) -- Paul H. Brookes Publishing Co. 1995, xxi, 447.

This text combines some introductory materials, a historical perspective of services for students with deaf-blindness, and a selection of strategies for preparing teachers and students without disabilities to include students with deaf-blindness. Procedures for building social and communicative skills are discussed as well as broad guidelines for implementing behavioral support strategies, adapting environments, and providing instruction in natural settings. Current issues relevant to inclusion are considered and essential values are highlighted that serve as the fundamental basis for bringing all students into the classrooms and communities where they reside. Order from Paul H. Brookes Publishing, (800) 638-3775. Publisher's web site:

INCLUDING STUDENTS WITH SEVERE AND MULTIPLE DISABILITIES IN TYPICAL CLASSROOMS: Practical Strategies for Teachers / Downing, June E. -- Paul H. Brookes Publishing Company: 2008, 334.

This text offers practical strategies for including students with cognitive, sensory, behavioral, and physical disabilities in regular classrooms. The book has information for parents and teachers about how to ensure access to core content areas, measure student progress toward state and national standards, ease transitions between grades and between school and adult life, write measurable IEP goals and objectives, and encourage peer-to-peer learning and support. The book also includes specific chapters on assessment and on preschool, and elementary, middle, and high school students. Publisher's web site:

ADDRESSING THE PARAPROFESSIONAL DILEMMA IN AN INCLUSIVE SCHOOL: A program description/ Giangreco, M.F.; Smith, C.S; Pinckney, E. 2006,

Many schools have increased their use of paraprofessionals as a primary mechanism to include more students with various disabilities in general education classes. Although intended to be supportive, service delivery that relies extensively on paraprofessionals has resulted in a host of challenges for public schools and questionable services for students with disabilities. This article offers an in-depth description of one elementary school over a 3-year period. It chronicles the school's use of an action planning tool to pursue alternatives to overreliance on paraprofessionals as well as service delivery and financial changes that occurred as a result of the school's actions. The impact of the actions the school implemented and intended next steps offer authentic perspectives for schools facing similar challenges as they seek to extend inclusive schooling opportunities. Research and Practice for Persons with Severe Disabilities, 2006, 31 (3), 215-22.


This article describes three field-tested approaches---COACH, VISTA, and CPS---to planning educational programs in an inclusive setting for students who are deaf-blind, making decisions about support services, and developing lesson accommodations to include the students in typical class activities. JOURNAL OF VISUAL IMPAIRMENT AND BLINDNESS, May-June 1995, pp. 262-266.

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