Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms

By Carter Erik W   Sisco Lynn G   Melekoglu Macid A   Kurkowski Colleen  

Association for the Severely Handicapped. Journal (JASH), Vol. 32, Iss. 4, 2007-12 ,pp. : 213-227

TASH Publishing

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Effects of Manual Signing on Communicative Verbalizations by Toddlers With and Without Disabilities in Inclusive Classrooms

By DiCarlo Cynthia F  

Association for the Severely Handicapped. Journal (JASH), Vol. 26, Iss. 2, 2001-06 ,pp. : 120-126

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Embedding individualized social goals into routine activities in inclusive early childhood classrooms

By Macy Marisa   Bricker Diane  

Early Child Development and Care, Vol. 177, Iss. 2, 2007-02 ,pp. : 107-120

Routledge Ltd

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Instructional Strategies and Educational Outcomes for Students with Developmental Disabilities in Inclusive Multiple Intelligences and Typical Inclusive Classrooms

By Katz Jennifer   Mirenda Pat   Auerbach Stan  

Association for the Severely Handicapped. Journal (JASH), Vol. 27, Iss. 4, 2002-12 ,pp. : 227-238

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Developing elements of a learning organization in a metropolitan ambulance service: strategy, team development and continuous improvement

By Francis Stuart D   Mazany Peter C  

Health Manpower Management, Vol. 23, Iss. 1, 1997-01 ,pp. : 17-26

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