Krystle Carson

7/25/2017
Final Project

References

McKenney, E. e., Stachniak, C., Albright, J., Jewell, J. D., & Dorencz, J. M. (2016). Defining

Success for Students with Autism Spectrum Disorder: Social Academic Behavior in

Secondary General Education Settings. Education & Training In Autism &

Developmental Disabilities, 51(3), 318-327.

Schultz, T. c., Sreckovic, M. A., Able, H., & White, T. (2016). Parent-Teacher Collaboration:

Teacher Perceptions of What is Needed to Support Students with ASD in the Inclusive

Classroom. Education & Training In Autism & Developmental Disabilities, 51(4), 344-

354.

Kavale, K. 1., & Forness, S. R. (2000). History, rhetoric, and reality: analysis of the inclusion

debate. Remedial & Special Education, 21(5), 279-296.

doi:10.1177/074193250002100505

Cullinan, E. (2017). Voice of the Child - An Investigation into the Social Inclusion of Children

with Autistic Spectrum Disorder in Mainstream Primary Settings. Reach, 30(1), 23-35.

Gena, A. (2006). The effects of prompting and social reinforcement on establishing social

interactions with peers during the inclusion of four children with autism in

preschool. International Journal Of Psychology, 41(6), 541-554.

Ferraioli, S. J., & Harris, S. L. (2011). Effective Educational Inclusion of Students on the Autism

Spectrum. Journal Of Contemporary Psychotherapy, 41(1), 19. doi:10.1007/s10879-010-

9156-y