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Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms
13 references·16 citing·28 second hop
Collaborative Teaming to Support Students at Risk and Students with Severe Disabilities in General Education Classrooms (2003)Collaborative Teaming to Support Students…Single-Case Research Designs (2014)Single-Case Research DesignsFamilies, Professionals, and Exceptionality: Collaborating for Empowerment (2000)Families, Professionals, and …Culture in Special Education: Building Reciprocal Family - Professional Relationships (1999)Culture in Special Education:…Analyzing & Reporting Focus Group Results (1998)Analyzing & Reporting Focus G…Analyzing and Reporting Focus Group Results (1997)Analyzing and Reporting Focus…Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers (1995)Creativity and Collaborative …Achievement by All Students within the Context of Cooperative Learning Groups (1994)Achievement by All Students w…Successful Focus Groups: Advancing the State of the Art (1993)Successful Focus Groups: Adva…“I've Counted Jon”: Transformational Experiences of Teachers Educating Students with Disabilities (1993)“I've Counted Jon”: Transform…Basics of Qualitative Research: Grounded Theory Procedures and Techniques. (1992)Basics of Qualitative Researc…Qualitative evaluation and research methods (1990)Qualitative evaluation and re…Qualitative evaluation and research methods (1990)Qualitative evaluation and re…Naturalistic inquiry (1985)Naturalistic inquiryThe effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning (2020)The effect of school leadersh…Equity as a Basis for Inclusive Educational Systems Change (2016)Equity as a Basis for Inclusi…Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism (2015)Maintaining Professional Rela…Involvement and Progress in the General Curriculum for Students With Extensive Support Needs: K–12 Inclusive-Education Research and Implications for the Future (2013)Involvement and Progress in t…Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder (2013)Collaborative Training and Pr…Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review. (2012)Critical Components of Succes…Context matters: principals' sensemaking of teacher hiring and on‐the‐job performance (2011)Context matters: principals' …Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature (2010)Peer Interactions of Students…Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities (2009)Educators' Perceptions of Col…Seamless Transition and Long-Term Support for Individuals with Severe Intellectual Disabilities (2008)Seamless Transition and Long-…Making Progress in the General Curriculum: Rethinking Effective Instructional Practices (2008)Making Progress in the Genera…Inclusive Education: What Makes it a Good Education for Students with Moderate to Severe Disabilities? 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References

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  • 1990Qualitative evaluation and research methods24,203 cited
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  • 1993Successful Focus Groups: Advancing the State of the Art1,579 cited
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  • 1993“I've Counted Jon”: Transformational Experiences of Teachers Educating Students with Disabilities248 cited
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  • 2000Families, Professionals, and Exceptionality: Collaborating for Empowerment241 cited
  • 1999Culture in Special Education: Building Reciprocal Family - Professional Relationships232 cited
  • 1994Achievement by All Students within the Context of Cooperative Learning Groups154 cited

Cited by

  • 2012Critical Components of Successful Inclusion of Students with Severe Disabilities: Literature Review.176 cited
  • 2007Inclusive Education: What Makes it a Good Education for Students with Moderate to Severe Disabilities?

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137 cited
  • 2015Maintaining Professional Relationships in an Interdisciplinary Setting: Strategies for Navigating Nonbehavioral Treatment Recommendations for Individuals with Autism123 cited
  • 2020The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning123 cited
  • 2006Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators120 cited
  • 2010Peer Interactions of Students with Intellectual Disabilities and/or Autism: A Map of the Intervention Literature112 cited
  • 2013Involvement and Progress in the General Curriculum for Students With Extensive Support Needs: K–12 Inclusive-Education Research and Implications for the Future104 cited
  • 2011Context matters: principals' sensemaking of teacher hiring and on‐the‐job performance102 cited
  • 2004Collaborative Teaming to Support Preschoolers With Severe Disabilities Who Are Placed in General Education Early Childhood Programs99 cited
  • 2009Educators' Perceptions of Collaborative Planning Processes for Students With Disabilities93 cited
  • 2007Developing Collaboration Skills in Pre-service Teachers: A Partnership Between General and Special Education84 cited
  • 2008Seamless Transition and Long-Term Support for Individuals with Severe Intellectual Disabilities74 cited
  • 2013Collaborative Training and Practice among Applied Behavior Analysts who Support Individuals with Autism Spectrum Disorder72 cited
  • 2016Equity as a Basis for Inclusive Educational Systems Change70 cited
  • 2003Dealing with diversity: The inclusion of students with disabilities in music63 cited
  • 2008Making Progress in the General Curriculum: Rethinking Effective Instructional Practices60 cited