Estudio de los factores relacionados con el desarrollo de programas de integración

Referencias bibliográficas

• Cantrell, R. P. y Cantrell, M. C. (1976): «Preventive mainstreaming: impact of supportive services program on pupils». Erceptional children, n.0 42, pp. 381-386.
• Carlberg, C. y Kavale, K. (1980): «The efficacy of special versus regular class placements for exceptional children: A meta-anaysis». Journal ,􀂀f Special Education, n.0 14, pp. 295-309.
• Chapman, R. B., Larsen, S. C. y Parker, R. M. (1979): «Interactions of first grade teachers with learning desorderet children». Journal of Leaming disabilities, n.0 23, pp. 225-230.
• Elkins, D. M. (1983): «An assessment of the relationships between select teacher characteristics and attitudes of regular classroom teacher toward mainstreaming». Dissertation Abstracts, v. 44/02-A, pp. 458.
• Enoch, M. ( 1979): Relationship of teacher attitudes toward mainstreaming with respect to prescions special education training, teaching leve], and experíence withs exceptional children. Dissertation Abstracts, v. 41/02-A, p. 626.
• Foster, G. G., Schmidt, C. R. y Sabatino, D. (1976): «Teachers expectancies and the !abe! learning desabilities». Joumal of Learning De.rnbilities, n.0 43, pp. 464-465.
• García, M. S. (1985): «La integración del niño disminuido en la escuela ordinaria». Siglo Cero, n.° 101, pp. 50-52.
• Glass, R. M. y Meckler, R. S. (1972): «Preparing elementary teachers to instruct mildly handicapped children in regular classrooms. A summer workshop». Excepcional children, n.0 39, pp. 152-156.
• Hodgson, A., Clunies-Ross, L. y Hegarty, S. (1985): Leamíng Together. Teaching pupiels wihts Special Education Needs in the Ordinary School. Nffer-Nelson. Inglaterra.
• lllán, N. (1986).: «Aportaciones al estudio del papel del profesor de clase regular en la integración del niño deficiente». Anales de Pedagogía, n.0 4, pp. 7-23. - (1987): El plan experimental de integración: su dinámica a nivel de centros. Ponencia presentada a las I Jornadas Regionales de Educación Especial e Integración Escolar de la R. de Murcia.
• Jenkins, J. R. y Maxhall, W. F. (1976): «Development and evaluation of a resource teacher program ». Exceptional children, n.° 42, pp. 19-21.
• Johnson, A. B. y Cartwright, C. A. (1979): «The roles of information and experience in improving teacher' knolwledge and attitudes about mainstreaming». Journal of Special Education, n.0 13, pp. 453-462.
• Johnson, A. B. (1980): «The effects of in-service training in preparation for mainstreaming». Journal of special Education, n.0 17, pp. 10-13.
• Keogh, B.; Tchir, C. y Windeguth, A. (1974): «Teachers' perceptions of educationally high risk children». Joumal of learning desabilities, n.0 7, pp. 43-50.
• Larrivee, B. y Coock, L. (1979): «Mainstreaming: A study of the variables affecting teacher attitude ». Journal of Special Education, v. 13, n.° 3, pp. 315-324.
• MacMillan, D. L., Jones, R. L. y Aloia, G. F. (1974): «The mentally retarded label: A theoretical analysis and review of research». American Joumal of Mental Deficiency, 79, pp. 241-261.
• McMillan, D. L.; Keogh, B. K. y Jones, R. L. (1986): «Special Educational Research on Mildly Handicapped Leanners». En Wittcok C. (Ed.): Handbook of Research on Teaching (Third Edition). New York, MacMillan, pp. 686-724.
• Madden, N. A. y Slavin, R. E. (1983): «Mainstreaming Students with handicaps: Academic and social ocutcomes». Review of Educational Research, v. 53, n.0 4, pp. 519-569.
• Miller, T, L y Sabatino, D. ( 1978): «An evaluation of the teacher consultan! model as an approach to mainstreaming», Exceptional children, n,0 45, pp, 86-91,
• Morsink, C, V, (1984): Teaching Specia/ Needs students in regular c/assrooms, Littlc Brown y Company, Canadá.
• Nader, A, (1984): «Teachcr attitude toward the elementary exccptional child». lt11emational Journal <,[' re/wbilítation research, v, 7, n,0 1, pp. 37-46,
• Naor, M. y Milgran, R. M. ( 1980): «Two preservice strategies for prepoing regular class teachers for mainstreaming», Etceptional children, v. 47, n,0 2, pp. 126-129.
• Reann, D. (1984): «Principios y condiciones». Cuadernos de Peda1;ogía, n.0 120, pp. 12-19, Reynolds, M. C. y Birch, J. W. (1982): Teaching Exceptional children in ali americas schools, The conncil for Exceptional children. Association Drive, Reston, Virginia.
• Salcnd, S. J. (1984): «Factors contributing to the devclopment of successful mainstreaming programs ». Exceptionul childrl'fz, v. 50, n.0 5, pp. 409-416.
• Stcphens, T. M, y Braun, B. L. ( 1980): ,,Mcasures of regular classroom teacher' attitudcs toward handicapped childrcn». E,ceptional chi/dren, n.° 46, pp. 292-294.
• Zígler, E. y Muenchow, S. ( 1979): «Tje proof is in thc implementation». Amerirnn Psychologist, n.0 34, pp. 993-996.