Genevieve Manset and Melvyn I. Semmel

ARE INCLUSIVE PROGRAMS FOR STUDENTS WITH MILD DISABILITIES EFFECTIVE? A COMPARATIVE REVIEW OF MODEL PROGRAMS
The Journal of Special Education 1997 31: 155-180. [Abstract] [PDF] [References] [Request Permission]  

Carol A. Christensen and Sherman Dorn

COMPETING NOTIONS OF SOCIAL JUSTICE AND CONTRADICTIONS IN SPECIAL EDUCATION REFORM
The Journal of Special Education 1997 31: 181-198. [Abstract] [PDF] [References] [Request Permission]  

Margo A. Mastropieri, Thomas E. Scruggs, and Karen Butcher

HOW EFFECTIVE IS INQUIRY LEARNING FOR STUDENTS WITH MILD DISABILITIES?
The Journal of Special Education 1997 31: 199-211. [Abstract] [PDF] [References] [Request Permission]  

Timothy R. Konold, Joseph J. Glutting, and Paul A. McDermott

THE DEVELOPMENT AND APPLIED UTILITY OF A NORMATIVE APTITUDE–ACHIEVEMENT TAXONOMY FOR THE WOODCOCK-JOHNSON PSYCHO-EDUCATIONAL BATTERY-REVISED
The Journal of Special Education 1997 31: 212-232. [Abstract] [PDF] [References] [Request Permission]  

Marc A. Markell and Stanley L. Deno

EFFECTS OF INCREASING ORAL READING: Generalization Across Reading Tasks
The Journal of Special Education 1997 31: 233-250. [Abstract] [PDF] [References] [Request Permission]  

Jan E. Hasbrouck

MEDIATED PEER COACHING FOR TRAINING PRESERVICE TEACHERS
The Journal of Special Education 1997 31: 251-271. [Abstract] [PDF] [References] [Request Permission]  

Douglas Fuchs and Lynn S. Fuchs

EDITORIAL POLICY THE JOURNAL OF SPECIAL EDUCATION INFORMATION FOR AUTHORS
The Journal of Special Education 1997 31: 272-273. [PDF] [Request Permission]  

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