Readings

Alberta Education. (2010). Making a difference: Meeting diverse learning needs with differentiated instruction. Edmonton, AB.

Ashbaker, B. Y., & Morgan, J. (2012). Team players and team managers: Special educators working with paraeducators to support inclusive classrooms. Creative Education, 3(3), 322-327.

Biklen, D., & Burke, J. (2006). Presuming competence. Equity & Excellence in Education, 39(2), 166-175.

Browder, D. M., Spooner, F., Wakeman, S., Trela, K., & Baker, J. N. (2006). Aligning instruction with academic content standards: Finding the link. Research and Practice for Persons with Severe Disabilities, 31(4), 309-321.

Brownlie, Faye, and Judith King. Learning in Safe Schools: Creating Classrooms Where All Students Belong. Markham, Ont.: Pembroke, 2011. (Chapter 7)

Brownlie, Faye, and Judith King. Learning in Safe Schools: Creating Classrooms Where All Students Belong. Markham, Ont.: Pembroke, 2011. (Chapter 8)

Cameron & Gregory (2011). Rethinking Letter Grades: A five step process for aligning letter grades to learning standards. Portage and Main Publishers, Winnipeg, MN. (Chapter 2)

Childre, A., Sands, J. R., & Pope, S. T. (2009). Backward design: Targeting depth of understanding for all learners. TEACHING Exceptional Children, 41(5), 6-14.

Courtade-Little, Ginevra, and Diane Browder M. Aligning IEPs to Academic Standards: For Students with Moderate and Severe Disabilities. Verona, WI: IEP Resources, 2005. Print.

Coyne, P., Pisha, B., Dalton, B., Zeph, L. A., & Smith, N. C. (2012). Literacy by design: A universal design for learning approach for students with significant intellectual disabilities. Remedial and Special Education, 33(3), 162-172.

Davies, A. (2000). Making classroom assessment work. Merville, British Columbia, Canada: Connections Publishing. (Chapter 3)

Ferguson, D. L. (2008). International trends in inclusive education: The continuing challenge to teach each one and everyone. European Journal of Special Needs Education, 23(2), 109-120.

Fisher, D., & Frey, N. (2001). Access to the core curriculum. Remedial and Special Education, 22(3), 148.

Fuchs, D., Fuchs, L. S., & Compton, D. L. (2012). Smart RTI: A next-generation approach to multilevel prevention. Exceptional Children, 78(3), 263-279.

Green, J., Matthews, S., Carter, E., Fabrizio, J., Hoover, J., & Schoenfeld, N. A. (2013). The diamond model: A unique elementary RTI model that meets the needs of all learners. Intervention in School and Clinic, 48(4), 240-245.

Hitchcock, C., Meyer, A., Rose, D., & Jackson, R. (2002). Providing new access to the general curriculum: Universal design for learning. TEACHING Exceptional Children, 35(2), 8-17.

Hunt, J. H., & Andreasen, J. B. (2011). Making the most of universal design for learning. Mathematics Teaching in the Middle School, 17(3), 166-172.

Jackson, L. B., Ryndak, D. L., & Wehmeyer, M. L. (2008). The dynamic relationship between context, curriculum, and student learning: A case for inclusive education as a research-based practice. Research and Practice for Persons with Severe Disabilities, 34(1), 175-195.

Johnston, J. (2010). Inclusive education: A model of equality. Education & Law Journal, 20(2), 107.

Katz, J. (2013). The three block model of universal design for learning (UDL): Engaging students in inclusive education. Canadian Journal of Education / Revue Canadienne De l’Éducation, 36(1), 153-194.

Konza, D, (2008). Inclusion of students with disabilities in new times: Responding to the challenge, in Kell, P, Vialle, W, Konza, D and Vogl, G (eds) Learning and the learner: exploring learning for new times, University of Wollongong.

Lopez, S. J., & Louis, M. C. (2009). The principles of strengths-based education. Journal of College and Character, 10(4), 3.

Manthey, G. (2007). Modifying instruction so intervention isn’t needed: Response to instruction–rather than intervention–may lead to more precise and personalized instruction in the regular classroom. Leadership, 36(4), 20.

McIntosh, K., MacKay, L. D., Andreou, T., Brown, J. A., Mathews, S., Gietz, C., & Bennett, J. L. (2011). Response to intervention in Canada: Definitions, the evidence base, and future directions. Canadian Journal of School Psychology, 26(1), 18-43.

Noble, T. (2004). Integrating the revised bloom’s taxonomy with multiple intelligences: A planning tool for curriculum differentiation. Teachers College Record, 106(1), 193-211.

Noll, B. (2013). Seven ways to kill RTI. The Phi Delta Kappan, 94(6), 55-59.

Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4), 4.

Rao, K., & Meo, G. (2016). Using universal design for learning to design standards-based lessons. SAGE Open, 6(4).

Ruswick-Cole, K. Runswick‐Cole, K. (2011). Time to end the bias towards inclusive education? British Journal of Special Education, 38(3), 112-119.2011)

Schnellert, L., Watson, L., & N. Widdess (2015). It’s all about thinking: Building pathways for all learners in the middle years. Portage and Main Press.

Schumm, J. S., Vaughn, S., & Harris, J. (1997). Pyramid power for collaborative planning. TEACHING Exceptional Children, 29(6), 62-66.

Schumm, J. S., Vaughn, S., & Leavell, A. G. (1994). Planning pyramid: A framework for planning for diverse student needs during content area instruction. The Reading Teacher, 47(8), 608-615.

Snow. K. (2007). Which Should be Defended: Inclusion or Segregation? Revolutionary Common Sense. Retrieved from: https://www.disabilityisnatural.com/incl-seg-defend.html

Specht, J. (2013). Introduction to the special issue – what is inclusive education in Canada? Canadian Journal of Education, 36(1), I.

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, Va: Association for Supervision and Curriculum Development. (Chapter 3, Part 1)

Tomlinson, C. A., & McTighe, J. (2006). Integrating differentiated instruction & understanding by design: Connecting content and kids. Alexandria, Va: Association for Supervision and Curriculum Development. (Chapter 3, Part 2)

Weiner, I., & Murawski, W. W. (2005). Schools attuned: A model for collaborative intervention. Intervention in School and Clinic, 40(5), 284-290.

What is this thing called RTI? (2008). American Teacher, 93(1), 4.

White, M. A., & Waters, L. E. (2015). A case study of ‘the good school:’ examples of the use of Peterson’s strengths-based approach with students. The Journal of Positive Psychology, 10(1), 69-76.

Wiggins, G. P., & McTighe, J. (2005). Understanding by design (Expand 2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47(4), 302-314.