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Getting Started Right with Diversity Responsive Teaching
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Law, B., & Eckes, M. (2000). The more-than-just-surviving handbook: ESL for every teacher (2
nd
ed.). Winnipeg: Manitoba, Canada: Portage and Main Press.
Lewis, T., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in emotional and behavioral disorders: A proposed approach and brief review of current practices. Behavioral Disorders, 29(3), 247-259.
National Clearinghouse for English Language Acquisition. (2004). The Growing Numbers of Limited English Proficient Students. Retrieved May 7, 2005, from
http://www.ncela.gwu.edu/policy/states/reports/statedata/2002LEP/Growing_LEP0203.pdf
Price, K., & Nelson, K. (2003). Daily planning for today’s classroom: A guide for writing lesson and activity plans (2
nd
ed.). Belmont, CA: Wadsworth/Thomson Learning.
Rose, D., & Meyer, A. (2002). Universal design for individual differences. Educational Leadership, 58(3), 39-43.
Salend, S.J. (2005). Creating inclusive classrooms: Effective and reflective practices for all students (5
th
ed.). Columbus, OH: Merrill/Prentice Hall.
Sobel, D.M., Taylor, S.V., & Anderson, R.E. (2003). Shared accountability: Encouraging diversity-responsive teaching in inclusive contexts. Teaching Exceptional Children, 35 (6).
Sugai, G., Horner, R., & Gresham, F. (2002). Behaviorally effective school environments. In M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for Academic and Behavior Problems II: Preventive and Remedial Approaches (pp. 315-350), Bethesda, MD: National Association of School Psychologists.
Turnbull, R., Turnbull, A., Shank, M., & Smith, S. (2004). Exceptional lives: Special education in today’s schools (4
th
ed.). Upper Saddle River, N. J.: Pearson.
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Law, B., & Eckes, M. (2000). The more-than-just-surviving handbook: ESL for every teacher
(2
nd
ed.). Winnipeg: Manitoba, Canada: Portage and Main Press.
Lewis, T., Hudson, S., Richter, M., & Johnson, N. (2004). Scientifically supported practices in
emotional and behavioral disorders: A proposed approach and brief review of current practices.
Behavioral Disorders, 29(3), 247-259.
National Clearinghouse for English Language Acquisition. (2004). The Growing Numbers of
Limited English Proficient Students. Retrieved May 7, 2005, from
Price, K., & Nelson, K. (2003). Daily planning for today’s classroom: A guide for writing
lesson and activity plans (2
nd
ed.). Belmont, CA: Wadsworth/Thomson Learning.
Rose, D., & Meyer, A. (2002). Universal design for individual differences. Educational
Leadership, 58(3), 39-43.
Salend, S.J. (2005). Creating inclusive classrooms: Effective and reflective practices for all
students (5
th
ed.). Columbus, OH: Merrill/Prentice Hall.
Sobel, D.M., Taylor, S.V., & Anderson, R.E. (2003). Shared accountability: Encouraging
diversity-responsive teaching in inclusive contexts. Teaching Exceptional Children, 35 (6).
Sugai, G., Horner, R., & Gresham, F. (2002). Behaviorally effective school environments. In
M. Shinn, H. Walker, & G. Stoner (Eds.), Interventions for Academic and Behavior Problems II:
Preventive and Remedial Approaches (pp. 315-350), Bethesda, MD: National Association of
School Psychologists.
Turnbull, R., Turnbull, A., Shank, M., & Smith, S. (2004). Exceptional lives: Special education
in today’s schools (4
th
ed.). Upper Saddle River, N. J.: Pearson.
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