Please find your required library readings below. If you have problems with the links below, please contact the Library. If you have APA questions about these materials, please contact the Writing Center.

 

The links are for required readings found in the Walden databases ONLY. For all other readings, see your course resources.

Please enter your myWalden user name and password at the prompt.

Anastasiou, D., & Kauffman, J. M. (2011). A social constructionist approach to disability: Implications for special education. Exceptional Children, 77(3), 367–384.

Angelides, P., Antoniou, E., & Charalambous, C. (2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education, 13(3), 319–344.

Applequist, K. L. (2009). Parent perspectives of special education: Framing of experiences for prospective special educators. Rural Special Education Quarterly, 28(2), 3–16.

Avcioglu, H. (2012). The effectiveness of the instructional programs based on self-management strategies in acquisition of social skills by the children with intellectual disabilities. Educational Sciences: Theory & Practice, 12(1), 345–351.

Aykut, C. (2012). Effectiveness and efficiency of constant-time delay and most-to-least prompt procedures in teaching daily living skills to children with intellectual disabilities. Educational Sciences: Theory & Practice, 12(1), 366–373.

Azzopardi, A. (2011). Special issue editorial: Creating inclusive communities. International Journal of Inclusive Education, 15(1), 1–4.

Bishop, A. G., Brownell, M. T., Klingner, J. K., Leko, M. M., & Galman, S. A. C. (2010). Differences in beginning special education teachers: The influence of personal attributes, preparation, and school environment on classroom reading practices. Learning Disability Quarterly, 33(2), 75–92.

Brown, S. (2009). Learning to read: Learning disabled post-secondary students talk back to special education. International Journal of Qualitative Studies in Education, 22(1), 85–98.

Carter, E. W., Moss, C. K., Hoffman, A., Chung, Y-C., & Sisco, L. (2011). Efficacy and social validity of peer support arrangements for adolescents with disabilities. Exceptional Children, 78(1), 107–125.

Cassell, J. A., & Nelson, T. (2010). Visions lost and dreams forgotten: Environmental education, systems thinking, and possible futures in American public schools. Teacher Education Quarterly, 37(4), 179–197.

Ciftci, H. D., & Temel, Z. F. (2010). A comparison of individual and small-group instruction with simultaneous prompting for teaching the concept of color to children with a mental disability. Social Behavior & Personality: An International Journal, 38(4), 479–493.

Collins, B. C. (2008). Dixie: Evolution and its effect on rural special education. Rural Special Education Quarterly, 27(3), 10–15.

Cook, B. G., Tankersley, M., & Landrum, T. J. (2009). Determining evidence-based practices in special education. Exceptional Children, 75(3), 365–383.

Dexter, D. D., Hughes, C. A., & Farmer, T. W. (2008) Responsiveness to intervention: A review of field studies and implications for rural special education. Rural Special Education Quarterly, 27(4), 3–9.

Evmenova, A. S., Graff, H. J., Jerome, M. K., Behrmann, M. M. (2010). Word prediction programs with phonetic spelling support: Performance comparisons and impact on journal writing for students with writing difficulties. Learning Disabilities Research & Practice, 25(4), 170–182.

Fullerton, A., Ruben, B. J., McBride, S., & Bert, S. (2011). Evaluation of a merged secondary and special education program. Teacher Education Quarterly, 38(2), 45–60.

Hodge, D. R., & Limb, G. E. (2011). Spiritual assessment and Native Americans: Establishing the social validity of a complementary set of assessment tools. Social Work, 56(3), 213–223.

Iftar, E. T., Kurt, O., & Cetin, O. (2011). A comparison of constant time delay instruction with high and low treatment integrity. Educational Sciences: Theory & Practice, 11(1), 375–381.

Igo, L. B., Bruning, R. A., & Riccomini, P. J. (2009). Should middle school students with learning problems copy and paste notes from the internet? Mixed-methods evidence of study barriers. Research in Middle Level Education Online, 33(2), 1–10.

Jimenez, B. A., Browder, D. M., Spooner, F., & Diabiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301–317.

Justice, L. M., Skibbe, L. E., McGinty, A. S., Piasta, S. B., & Petrill, S. (2011). Feasibility, efficacy, and social validity of home-based storybook reading intervention for children with language impairment. Journal of Speech, Language, and Hearing Research, 54(2), 523–538.

Koury, K., Hollingsead, C., Fitzgerald, G., Miller, K., Mitchem, K., Tsai, H-H., & Zha, S. (2009). Case-based instruction in different delivery contexts: The impact of time in cases. Journal of Interactive Learning Research, 20(4), 445–467.

Kubina, R. M., Kostewicz, D. E., & Datchuk,. S. M. (2010). Graph and table use in special education: A review and analysis of the communication of data. Evaluation & Research in Education, 23(2), 105–119.

Liasidou, A. (2008). Politics of inclusive education policy-making: The case of Cyprus 4784. International Journal of Inclusive Education, 12(3), 229–241.

Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: Socially just pedagogies and Asperger’s syndrome in UK higher education. International Journal of Inclusive Education, 14(2), 115–131.

Mastropieri, M. A., Berkeley, S., McDuffie, K. A., Graff, H., Marshak, L., Conners, N. A., …Cuenca-Sanchez, Y. (2009). What is published in the field of special education? Analysis of 11 prominent journals. Exceptional Children, 76(1), 95–109.

Matutina, R. E. (2009). Ethical issues in research with children and young people: Robin Matutina reviews the literature on the ethical dilemmas involved in conducting child-specific research and suggests strategies to safeguard the legal rights of children. Paediatric Nursing, 21(8), 38–44.

Mautone, J. A., DuPaul, G. J., Jitendra, A. K., Tresco, K. E., Junod, R. V., & Volpe, R. J. (2009). The relationship between treatment integrity and acceptability of reading interventions for children with attention-deficit/hyperactivity disorder. Psychology in the Schools, 46(10), 919–931.

Mayeux, L., Underwood, M. K., & Risser, S. D. (2007). Perspectives on the ethics of sociometric research with children: How children, peers, and teachers help to inform the debate. Merrill-Palmer Quarterly, 53(1), 53–78.

Miramontes, N. Y., Marchant, M., Heath, M. A., & Fischer, L. (2011). Social validity of a positive behavior interventions and support model. Education and Treatment of Children, 34(4), 445–468.

Moores-Abdool, W. (2010). Included students with autism and access to general education curriculum: What is being provided? Issues in Teacher Education, 19(2), 153–169.

Nespor, J., & Hicks, D. (2010). Wizards and witches: Parent advocates and contention in special education in the USA. Journal of Education Policy, 25(3), 309–334.

Parker, R. I., Vannest, K. J., & Brown, L. (2009). The improvement rate difference for single-case research. Exceptional Children, 75(2), 135–150.

Patton, D. C. (2011). Evaluating the culturally relevant and responsive education professional development program at the elementary school level in the Los Angeles Unified School District. Learning Disabilities: A Contemporary Journal, 9(1), 71–107.

Rugg, N., & Donne, V. (2011). Parent and teacher perceptions of transitioning students from a listening and spoken language school to the general education setting. The Volta Review, 111(3), 325–351.

Runswick-Cole, K. (2008). Between a rock and a hard place: Parents’ attitudes to the inclusion of children with special educational needs in mainstream and special schools. British Journal of Special Education, 35(3), 173–180.

Scott, T. M. (2007). Issues of personal dignity and social validity in schoolwide systems of positive behavior support. Journal of Positive Behavior Interventions, 9(2), 102–112. 

Shaunessy, E., & McHatton, P. A. (2009). Urban students’ perceptions of teachers: Views of students in general, special, and honors education. The Urban Review, 41(5), 486–503.

Stamp, R., & Loewenthal, D. (2008). Can counseling/psychotherapy be helpful in reducing barriers to learning for the person with specific learning disabilities? Counselling Psychology Quarterly, 21(4), 349–360.

Stuart, S., Rinaldi, C., & Higgins-Averill, O. (2011). Agents of change: Voices of teachers on Response to Intervention. International Journal of Whole Schooling, 7(2), 53–73.

Swartz, A. L., & Triscari, J. S. (2011). A model of transformative collaboration. Adult Education Quarterly, 61(4), 324–340.

Thompson, A. M., & Webber, K. C. (2010). Realigning student and teacher perceptions of school rules: A behavior management strategy for students with challenging problems. Children & Schools, 32(2), 71–79.

Thurston, L. P., & Navarette, L. A. (2011). Rural, poverty-level mothers: A comparative study of those with and without children who have special needs. Rural Special Education Quarterly, 30(1), 39–46.

Vehmas, S. (2010). Special needs: A philosophical analysis. International Journal of Inclusive Education, 14(1), 87–96.

Vostal, B. R., Hughes, C. A., Ruhl, K. L. Benedek-Wood, E., & Dexter, D. D. (2008). A content analysis of learning disabilities research & practice: 1991–2007. Learning Disabilities Research & Practice, 23(4), 184–193.

Wehmeyer, M. L., Shogren, K. A., Palmer, S. B., Williams-Diehm, K. L., Little, T. D., & Boulton, A. (2012). The impact of the self-determined learning model of instruction on self determination. Exceptional Children, 78(2), 135–153.

Wei, X., Blackorby, J., & Schiller, E. (2011). Growth in reading achievement of students with disabilities, ages 7 to 17. Exceptional Children, 78(1), 89–106.

Williamson, R. L., Robertson, J. S., & Casey, L. B. (2010). Using a dynamic systems approach to investigating postsecondary education and employment outcomes for transitioning students with disabilities. Journal of Vocational Rehabilitation, 33(2), 101–111.

Optional or supplemental readings may or may not be available in the library. Find further information about optional readings here.

If you have questions about your required course textbooks, please contact Customer Care at support@mail.waldenu.edu