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Using the Core Concepts Framework to Understand Three Generations of Inclusive Practices
16 references·0 citing·46 second hop
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References

  • 2002Positive Behavior Support979 cited
  • 2010Families, Professionals, and Exceptionality: Positive Outcomes Through Partnerships and Trust469 cited
  • 2013Relationships Between Self-Determination and Postschool Outcomes for Youth With Disabilities466 cited
  • 2015Causal Agency Theory: Reconceptualizing a Functional Model of Self-Determination384 cited
  • 2011Effect of Intervention With the Self-Determined Learning Model of Instruction on Access and Goal Attainment269 cited
  • 1986Free appropriate public education : the law and children with disabilities189 cited
  • 2007Classroom Variables and Access to the General Curriculum for Students with Disabilities180 cited
  • 2003Access to the General Curriculum of Middle School Students with Mental Retardation174 cited
  • 2005Mandates and Effective Transition Planning Practices Reflected in IEPs172 cited
  • 2008Self-Determination and Access to the General Education Curriculum171 cited
  • 2003A Quality of Life Framework for Special Education Outcomes140 cited
  • 2001The Core Concepts of Disability Policy Affecting Families Who Have Children with Disabilities90 cited
  • 1998A Curriculum Every Student Can Use: Design Principles for Student Access. ERIC/OSEP Topical Brief.71 cited
  • 1993The Individualized Education Program68 cited

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  • 2012Inclusion and Human Rights in Health Policies: Comparative and Benchmarking Analysis of 51 Policies from Malawi, Sudan, South Africa and Namibia51 cited
  • 2012Core Concepts of Human Rights and Inclusion of Vulnerable Groups in the Disability and Rehabilitation Policies of Malawi, Namibia, Sudan, and South Africa40 cited
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