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2005 UDM Italy Study Tour List of Readings

2005 UDM Italy Study Tour List of Readings EDUCATION IN ITALY Berrigan, C. Schools in Italy: A National Policy Made Actual. Center on Human Policy: Division of Special Education and Rehabilitation, School of Education. Syracuse University, NY. Cornoldi, C., Terreni, A., Scruggs, E., T., & Mastropieri, A., M. (1998). Teacher Attitudes in Italy after Twenty Years of Inclusion. Remedial and Special Education, 19, pgs. 350-356. Comunian, L., A. (2003). Cultural Values and Education for the Gifted and Talented in Italy. Roeper Review, 22, pgs. 117-120. Menesini, E. & Modiano, R. Tackling Violence in Schools: A Report from Italy. Summary Sheets on Education Systems in Europe. (2004). Eurydice, Education Inform action Network in Europe (Socrates Programme). ART Articulate Images: Bringing the Pictures of Science and Natural History into the Art Curriculum. (2004). Studies in Art Education, 45, (2), pgs. 135-152. Teaching-to-Learn: A Constructivist Approach to Shared Responsibility. (2004). Art Education, 57, (5), pgs. 19-24. Visual Culture Jam: Art, Pedagogy, and Creative Resistance. (2004). Studies in Art Education, 45, (4), pgs. 313-327. EMOTIONAL IMPAIRMENT/AUTISM Brownell, T. M., Wood, M., M., & Quirk, C., & Delorme, T. B. (2003). Steven Shore: Understanding Autism Spectrum—What Teachers need to know. Intervention in School and Clinic, 36, pgs. 5-26. Carter, W., and Wehby, H., J. (2003). Job performance of transition age youth with emotional and behavioral disorders. Council for Exceptional Children, 69, pgs. 449-465. Child and Adolescent Violence Research at the NIMH. (2000). National Institute of Mental Health. Conroy, M. A., Clark, D. & James, J. (2000). Building competence in FBA: Are we headed in the right direction? Preventing School Failure, 44, (4), pgs. 169-173. Duckworth, S., Smith-Rex, S., Okey, S., Brookshire, M. A., Rawlinson, D., Rawlinson, R., Castillo, S., & Little, J. (2001). Wraparound Services for Young Schoolchildren with Emotional and Behavioral Disorders. Teaching Exceptional Children, March/April, pgs. 54-59. Dupal, G. J., McGoey, K. E., & Yugar, J. M. (1997). Mainstreaming students with behavior disorders: The use of classroom peers as facilitators of generalization. The School Psychology Review, 26, (4), pgs. 634-650. Helping Children and Adolescents Cope with Violence and Disasters. (2001). National Institute of Mental Health. Jolivette, K., Stichter, J. P., & McCormick, K. M. (2002). Making Choices—Improving Behavior—Engaging in Learning. Teaching Exceptional Children, January/February, pgs. 24-29. Keebler, L., E. (2003). Understanding Autism. Momentum, 34, (4), pgs. 57-60. Meadows, N., Melloy, K. J., & Yell, M. L. (1996). Behavior management as a curriculum for students with emotional and behavior disorders. Preventing School Failure, 40, pgs. 124-130. Nash, J. M. (2002). The Secrets of Autism: The Number of Children Diagnosed with Autism and Asperger’s in the U.S. is Exploding. Why? Time, May 6th, pgs. 46-56. Nelson, R., J., Benner, J., G., Lane, K., & Smith, W., B. (2004). Academic Achievement of K-12 Student with Emotional and Behavioral Disorders. Council for Exceptional Children, 71, pgs. 59-73. Rutherford, R. B., Mathur, S. R., & Quinn, M. M. (1998). Promoting social communication skills through cooperative learning and direct instruction. Education and Treatment of Children, 21, (3), pgs. 354-369. Simpson, L. R., and Myles, B. S. (1998). Aggression among children and youth who have Asperger’s syndrome: A different population requiring different strategies. Preventing School Failure, 42, (4), pgs. 149-153. Simpson, L., R. (2004). Finding Effective Intervention and Personal Preparation Practices for Students with Autism Spectrum Disorders. Council for Exceptional Children, 70, pgs. 135-144. Smollar, J. (2002). Homeless Youth in the United States. The Prevention Researcher, September, pgs. 1-5. Youth in a Difficult World. (2001). National Institute of Mental Health. EXCEPTIONALITIES Browder, M., D., Spooner, R., Algozzine, R., Ahlgrim-Delzell, L., Flowers, C., & Karvonen, M. (2003). What We Know and Need To Know About Alternate Assessment. Council for Exceptional Children, 70, pgs. 45-61. Cho, S., and Ahn, D. (2003). Strategy Acquisition and Maintenance of Gifted and Nongifted Young Children. Council for Exceptional Children, 69, pgs. 497-505. Comunian, L., A. (2003). Cultural Values and Education for the Gifted and Talented in Italy. Roeper Review, 22, pgs. 117-120. Dye, G. A. (2000). Graphic Organizers to the Rescue! Helping Students Link—and Remember—Information. Teaching Exceptional Children, January/February, pgs. 72-76. Grigal, M., Neubert, A., D., Moon, S., M., & Graham, S. (2003). Self-Determination for Students with Disabilities Views of Parents and Teachers. Council for Exceptional Children, 70, pgs. 97-112. Guptill, A. M. (2000). Using the Internet to Improve Student Performance. Teaching Exceptional Children, March/April, pgs. 16-20. Larkin, M. J. (2001). Providing Support for Student Independence through Scaffolded Instruction. Teaching Exceptional Children, September/October, pgs. 30-34. Pocock, A., Lambros, S., Karvchen, M., Test, D. W., Algozzine, B., Wood, W., & Martin, J., E. (2002). Successful Strategies for Promoting Self-Advocacy Among Students with LD: The LEAD Group. Intervention in School and Clinic, March, pgs. 209-216. Reid, R., Epstein, M. H., & Pastor, D. A. (2000). Strengths-based assessment differences across students with LD and EBD. Remedial and Special Education, 21, (6), pgs. 3436-355. Teenage Brain: A work in progress. (2001). National Institute of Mental Health. Winner, E. (1999). Uncommon Talents: Gifted Children, Prodigies and Savants. Scientific American Presents. Scientific American Presents, pgs. 32-37. INCLUSION Bergsson, M., Wood, M. M., Quirk, C., & DeLorme, B. T. (2003). An Emerging European Model for Educational Inclusion of Troubled Children. International Education, 32, (2), pgs. 5-26. Boudah, D. J., Lenz, B. K., Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (2000). Don’t Water Down! Enhance: Content Learning Through the Unit Organizer Routine. Teaching Exceptional Children, January/February, pgs. 48-56. Buultjens, M. (2001). Inclusion classes in USA, Austria and Italy. Newsletter (11). Scottish Sensory Centre Cornoldi, C., Terreni, A., Scruggs, E., T., & Mastropieri, A., M. (1998). Teacher Attitudes in Italy after Twenty Years of Inclusion. Remedial and Special Education, 19, pgs. 350-356. Hunt, P., Soto, G., Maier, J., Doering, K. (2003). Collaborative Teaming to Support Students At Risk and Students With Severe Disabilities in General Education Classrooms. Council for Exceptional Children, 69, pgs. 361-373. Jenkin, R., J., Antil, R., L., Wayne, K., S., & Vadasy, F., P. (2003). How Cooperative Learning Works for Special Education and Remedial Students. Council for Exceptional Children, 69, pgs. 279-298. Smith, M., V. (2003). You Have to Learn Who Comes With The Disability: Students Reflections on Service Learning Experiences With Peers Labeled With Disabilities. Research and Practice for Persons with Severe Disabilities, 28, pgs. 79-90. Unsworth, L. (1999). Developing Critical Understanding of the Specialized Language of School Science and History Texts. Journal of Adolescent and Adult Literacy, 42, (7), April, pgs. 508-521. Wood, K. D., McCormack, R. L., Lapp, D. & Flood, J. (1997). Improving Young Adolescent Literacy through Collaborative Learning. Middle School Journal, 28, (3), January, pgs. 26-34. LANGUAGE ARTS AND MATH (LEARNING DISABILITIES) Anderson, L. (2002). Autonomy in action: Self-regulation and reflectivity in Tandem conversational exchanges. Rubettino Editore, pgs. 157-167. Ciborowski, J. (1995). Using Textbooks with Students Who Cannot Read Them. Remedial and Special Education, 16, (2), March, pgs. 90-101. Ciliberti, A., Pugliese, R., & Anderson, L. (2003). Languages in class; Discourse, learning, and socialization. Roma: Carocci, pg. 161. Ciliberti, A. and Anderson, L. (2002). Metacommunication in classroom discourse. Tubingen: Max Niemeyer Verlag, pg. 16. Donahue, D. (2003). Reading Across the Great Divide. Journal of Adolescent and Adult Literacy, 47, (1), September, pgs. 24-37. Feirsen, R. (1997). Creating a Middle School Culture of Literacy. Middle School Journal, 28, (3), January, pgs. 10-15. Fournier, D. N. E., and Graves, M. F. (2002). Scaffolding Adolescents Comprehension of Short Stories. Journal of Adolescents and Adult Literacy, 46, (1), September, pgs. 30-39. Frager, A. M. (1993). Affective Dimensions of Content Area Reading. Journal of Reading, 36, (8), May, pgs. 616-622. Fuchs, S., L., Fuchs., D., and Compton, L., D. (2004). Monitoring Early Reading Development in First Grade: Word Identification Fluency versus Nonsense Word Fluency. Council for Exceptional Children, 71, pgs. 7-21. Higgins, K. M. and Heglie-King, M. A. (1997). Giving Voice to Middle School Student through Portfolio Assessment: A Journey of Mathematical Power. Middle School Journal, 29, (1), September, pgs. 22-29. Irvin, J. L. (1997). Building Sound Literacy Learning Programs for Young Adolescents. Middle School Journal, 28, (3), January, pgs. 4-9. MacArthur, A., C., Cavalier, R., A. (2004). Dictation in Speech Recognition Technology as Test Accommodations. Council for Exceptional Children, 71, pgs. 43-58. Mizelle, N. B. (1997). Enhancing Young Adolescents’ Motivation for Literacy Learning. Middle School Journal, 28, (3), January, pgs. 16-25. Ostler, E. (1997). The Effect of Learning Mathematical Reading Strategies on Secondary Students’ Homework Grades. The Clearing House, September/October, pgs. 37-40. Reynolds, C. J., and Salend, S. J. (1990). Teacher-Directed and Student-Mediated Textbook Comprehension Strategies. Academic Therapy, 25, (4), March, pgs. 417-427. Ryder, R. J. (1991). The Directed Questioning Activity for Subject Matter Text. Journal of Reading, 34, (8), May, pgs. 606-612. Schram, P. and Roseaen, C. (1996). Integrating the Language Arts and Mathematics in Teacher Education. Action in Teacher Education, 18, pgs. 23-38. Unsworth, L. (1999). Developing Critical Understanding of the Specialized Language of School Science and History Texts. Journal of Adolescent and Adult Literacy, 42, (7), April, pgs. 508-521. Wood, K. D., McCormack, R. L., Lapp, D. & Flood, J. (1997). Improving Young Adolescent Literacy through Collaborative Learning. Middle School Journal, 28, (3), January, pgs. 26-34. SECONDARY EDUCATION ( SPECIAL EDUCATION) Boudah, D. J., Lenz, B. K., Bulgren, J. A., Schumaker, J. B., & Deshler, D. D. (2000). Don’t Water Down! Enhance: Content Learning Through the Unit Organizer Routine. Teaching Exceptional Children, January/February, pgs. 48-56. Child and Adolescent Violence Research at the NIMH. (2000). National Institute of Mental Health. Helping Children and Adolescents Cope with Violence and Disasters. (2001). National Institute of Mental Health. Higgins, K. M. and Heglie-King, M. A. (1997). Giving Voice to Middle School Student through Portfolio Assessment: A Journey of Mathematical Power. Middle School Journal, 29, (1), September, pgs. 22-29. Janowitz, W., and Cort, R. H. (1999 PSY-ED Corporation). Transition Planning: Will your child be ready for life after high school? The Exceptional Parent, 29, (9), pg. 83. Lehmann, J. P., Davies, T. G., & Laurin, K. M. (2000). Listening to Student Voices About Postsecondary Education. Teaching Exceptional Children, May/June, pgs. 60-65. Martin, E. J., Marshall, H. L., & Sale, R. (2004). A three-year study of middle junior high and high school IEP meetings. Council for Exceptional Children, 70, pgs. 285-297. Stodden, A. R., Galloway, M. L., & Stodden, J. N. (2003). Secondary Schools Curricula Issue: Impact on Post Secondary Students with Disabilities. Council for Exceptional Children, 70, pgs. 9-25. Teenage Brain: A work in progress. (2001). National Institute of Mental Health. Teens: The Company They Keep. (2001). National Institute of Mental Health. Test, D. W., Karvonen, M., Wood, W. M., Browder, D., & Algozzine, B. (2000). Choosing a Self-Determination Curriculum. Teaching Exceptional Children, November/December, pgs. 48-54. Youth in a Difficult World. (2001). National Institute of Mental Health. 1/05
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