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Resource References: Inclusion/Continuum of Supports

Barrera, I. & Corso, R. M. (2003). Skilled dialogue: Strategies for responding to cultural diversity in early childhood. Baltimore: Brookes.

Buysse, V. & Wesley, P. (2004). Consultation in early childhood settings. Paul H. Brookes Publishing: Baltimore.

Campbell, P.H. (2004). Participation-based services: promoting children's participation in natural settings. Young Exceptional Children, 8(1), 20-29.

deFosset, S. (Ed.) (2004). Including preschool-age children with disabilities in community settings: A resource packet (3rd Edition). NECTAC.

Doyle, M. B. (2002). The paraprofessional's guide to the inclusive classroom. Paul H. Brookes Publishing: Baltimore.

Dunst, C., Brunder, M. B., Trivette, C., Raab, M., & McLean, M. (2001). Natural learning opportunities for infants, toddlers and preschoolers. Young Exceptional Children. 4(3), 18-26.

Dunst, C., Herter, S., Shields, H., & Bennis, L. (2001). Mapping community-based natural learning opportunities. Young Exceptional Children, 4(4), 16-26.

Fox, L., Dunlap, G., Hemmeter, M.L., Joseph, G.E., & Strain, P.S. (2003). The teaching pyramid: A model for supporting social competence and preventing challenging behavior in young children. Young Children, 58(4), 48-52.

Goode, S. (2004). Funding assistive technology for infants, toddlers and young children with disabilities. Early Intervention and Early Childhood Special Education, NECTAC.

Grisham-Brown, J., Hemmeter, M. L., Pretti-Frontczak, K. (2005). Blended practices for teaching young children in inclusive settings. Paul H. Brookes Publishing: Baltimore.

Grisham-Brown, J. (2000). Transdisciplinary activity-based assessment for young children with multiple disabilities. Young Exceptional Children, 3(2), 3-10.

Gurainick, M. (2004). Early childhood inclusion: Focus on change. Paul H. Brookes Publishing: Baltimore.

Hanft, B., Rush, D., & Sheldon, M. (2004). Coaching families and colleagues in early childhood. Paul H. Brookes Publishing: Baltimore.

Odom, S. L. (2002). Widening the circle: Including children with disabilities in preschool programs. New York: Teachers College Press

Odom, S.L., Vitztum, J., Wolery, R., Lieber, J., Sandall, S., Hanson, M.J., Beckman, P., Schweartz, I., & Horn, E. (2004). Preschool inclusion in the United States: A review of research from an ecological system perspective. Journal of Research in Special Educational Needs, 4(1), 17-49.

Raab, M., & Dunst, C.J. (2004). Early intervention practitioner approaches to natural environment interventions. Journal of Early Interventions. 24(1), 15-26.

Rafferty, Y., Piscitelli, V., & Boettcher, C. (2003). The impact of inclusion on language development and the social competence among preschoolers with disabilities. Exceptional Children 69, (4), 467-479.

Sadler, F., (2003). The itinerant special education teacher in the early childhood classroom. Teaching Exceptional Children. 35(3), 8-15.

Sadler, F., (2001). The itinerant teacher hits the road: A map for instruction in young children's social skills. Teaching Exceptional Children. 34(1), 60-66.

Sandall, S., Schwartz, I., & Joseph, G. (2001). A building blocks model for effective instruction in inclusive early childhood settings. Young Exceptional Children. 4(3), 3-9.

Sandall, S. & Schwartz, I. S. (2002). Building blocks for teaching preschoolers with special needs. Baltimore: Brookes Publishing Company.

Wolery, R. A., & Odom, S. L. (2000). An administrator's guide to preschool inclusion. Chapel Hill: University of North Carolina, FPG Child Development Center, Early Childhood Research Institute of Inclusion.

York, S. (2003). Roots and wings: Affirming culture in early childhood programs (Revised Edition). Redleaf Press, St. Paul, MN. www.redleafpress.org

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