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Journal Issue: Special Education for Students with Disabilities Volume 6 Number 1 Spring 1996

Effectiveness of Special Education: Is Placement the Critical Factor?
Anne M. Hocutt

Endnotes

  1. Special ed's special costs. The Wall Street Journal. October 20, 1993, at A14.
  2. Shapiro, J.P., Loeb, P., Bowermaster, D., et al. Separate and unequal: How special education programs are cheating our children and costing taxpayers billions each year. U.S. News and World Report. December 13, 1993, at 46–49, 54–56, 60.
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  5. Office of Special Education Programs. Implementation of the Individuals with Disabilities Education Act: Sixteenth annual report to Congress. Washington, DC: U.S. Department of Education, 1994.
  6. Current data show a very slight increase in the percentage of special education students served either totally in general education classes or in general education and special education resource rooms, from 69.0% in the 1985-86 school year to 71.2% in 1991–92. Concomitantly, there is a very slight decrease in the percentage of students served in separate special education classes, from 24.4% in 1985-86 to 23.5% in 1991–92.
  7. Vaughn, S., and Schumm, J.S. Responsible inclusion for students with learning disabilities. Journal of Learning Disabilities (May 1995) 28,5:264–70. Additions made by A. Hocutt for this publication.
  8. The Association for persons with Severe Handicaps. TASH resolutions and policy statement. Seattle, WA: TASH, 1991.
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  10. Council of Administrators for Special Education. Position article on delivery of services to students with disabilities. Albuquerque, NM: CASE, 1994.
  11. National Association of State Boards of Education. Special education: New questions in an era of reform. Alexandria, VA: NASBE, 1993.
  12. National Education Association. Appropriate inclusion. Washington, DC: NEA, 1994.
  13. Consumer Action Network of, by, and for Deaf and Hard of Hearing Americans. Position statement on full inclusion. Washington, DC: Consumer Action Network, 1994.
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