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Bibliography of Special Education Books

Baumgart, D., Brown, L., Pumpian, I., Nisbet, J., Ford, A., Sweet, M., Messina, R., & Schroeder, J. (1982). Principle of partial participation and individualized adaptations in educational programs for severely handicapped students. Journal of the Association for the Severely Handicapped. 7(2), 17-27.

Bax, Martin. (1986). Aims and Outcomes of Therapy for the Cerebral Palsied Child.

Bebko, J. M., Burke, L., Craven, J., & Sario, N. (1992). The importance of motor activity in sensorimotor development: A perspective from children with physical handicaps. Human Development, 35, 226-240.

Beilin, H. (1992). Piaget's enduring contribution to developmental psychology. Developmental Psychology, 28(2), 191-204.

Blanton, K. F. (1990). M.O.V.E.: Mobility Opportunities Via Education. Bakersfield, CA: Kern County Superintendent of Schools.

Bleck, E.E. (1984). Management of Motor Disorder in Children with Cerebral Palsy, Philadelphia, Pa.: J.B. Lippencott.

Bleck, E. & Nagel, D. (?). Physically Handicapped Children: A Medical Atlas for Teachers, New York: Grune and Stratton.

Bobath, K., & Bobath, B. (1984). The neuro-developmental treatment. In D. Scrutton (Ed.), Management of the Motor Disorders of Children with Cerebral Palsy (pp. 6-18). London: Spastics International Medical Publications.

Borg, W. R., & Gall, M. D. (1989). Educational Research: An introduction (5th ed.). White Plains, NY: Longman Inc.

Burkhalter, N. (1995). A Vygotsky-based curriculum for teaching persuasive writing in the elementary grades. Language Arts, 72, 192-199.

Campbell, P. H. (1987). "Physical Management and Handling Procedures with Students with Movement Dysfunction," in Snell, M.E. (ed.) Systematic Instruction of Persons with Severe Handicaps. Columbus, Ohio: Charles E. Merrill.

Campbell, P. H. (1987). "Programming for Students with Dysfunction in Posture and Movement," in Snell, M.E. (ed.) Systematic Instruction of Persons with Severe Handicaps, Columbus, Ohio: Charles E. Merrill.

Campbell, P. H., & Stewart, B. (1986). Measuring changes in movement skills with infants and young children with handicaps. Journal of The Association for Persons with Severe Handicaps, 11(3), 153-161.

Coggins, T. E., & Sargent, L. (1992). Obtaining and using new knowledge: Determining the relationship between theory and application. Topics in Early Childhood Special Education, 12(1), 45-53.

Dunn, W. (1989). Integrated related services for preschoolers with neurological impairments: Issues and strategies. Remedial and Special Education, 10(3), 31-39.

Englert, C. S., Rozendal, M. S., & Mariage, M. (1994). Fostering the search for understanding: A teacher's strategies for leading cognitive development in "zones of proximal development." Learning Disability Quarterly, 17, 187-204.

Fewell, R. F. (1993). Interventions to promote motor skills: DEC recommended practices (Report No. ED 301 944). Reston, VA: Council for Exceptional Children. (ERIC Document Reproduction Services No. ED 370 264)

Fischer, K. W. (1980). A theory of cognitive development: The control and construction of hierarchies of skills. Psychological Review, 87, 477-531.

Fuchs, L., Fuchs, D., & Deno, S. L. (1985). The importance of goal ambitiousness and goal mastery to student achievement. Exceptional Children, 52, 63-71.

van Geert, P. (1994). Vygotskian dynamics of development. Human Development, 37, 346-365.

Haney, M., & Falvey, M. (1989). Instructional strategies. In M. Falvey (Ed.). Community-based curriculum: Instructional strategies for students with severe handicaps (2nd ed., pp. 63-90). Baltimore, MD: Brooks Publishing Co.

Hayden, A. H., McGinness, & Dmitrev, V. (1976). Early continuous intervention strategies for severely handicapped infants and very young children. In N. G. Haring & L. Brown (Eds.), Teaching the Severely Handicapped (pp. 239- 275). New York: Grune & Stratton, Inc.

Hom, E. M. (1991). Basic motor skills instruction for children with neuromotor delays: A critical review. The Journal of Special Education, 25 (2),168-197.

Letto, M., Bedrosian, J. L., & Skarakis-Doyle, E. (1994). Application of Vygotskian developmental theory to language acquisition in a young child with cerebral palsy. Augmentative and Alternative Communication, 10, 151-160.

Mandler, J.M. (1992). Commentary. Human Development, 35, 246-253.

Mandler, J.M. (1988). How to build a baby: On the development of an accessible representational system. Cognitive Development, 3, 113-136.

Mulcahy, C. M., et al. (October, 1988). "Adaptive Seating for Motor Handicap: Problems, a Solution, Assessment, and Prescription," Journal of Occupational Therapy.

Notari, A. R., Cole, K. N., & Mills, P. E. (1992). Cognitive referencing: The (non)relationship between theory and application. Topics in Early Childhood Special Education, 11(4), 22-38.

Rosenshine, B., & Meister, C. (1992). The use of scaffolds for teaching higher-level cognitive strategies. Educational Leadership, 49(7), 26-33.

Sailor, W., & Guess, D. (1983). Severely Handicapped Students: An Instructional Design. Boston: Houghton Mifflin.

Scrutton, D. (ed.). (1984). Management of Motor Disorder of Children with Cerebral Palsy, Philadelphia, Pa.: J.B. Lippencott.

Snell, Martha E. (1987). Systematic Instruction of Persons with Severe Handicaps, Columbus, Ohio: Charles E. Merrill.

Tada, W. L., Harris, S.R. (1986). Therapeutic Exercise in Developmental Disabilities, Rockville, M.D.: Aspen Systems

Tawney, J. W., & Gast, D. L. (1984). Single Subject Research in Special Education. Columbus, OH: Merrill Publishing Co.

Thelen, E. (1986). Treadmill-elicited stepping in seven-month-old infants. Child Development, 57, 1498-1506.

Thelen, E., & Ulrich, B. D. (1991). Hidden skills: A dynamic systems analysis of treadmill stepping during the first year. Monographs of the Society for Research in Child Development, 56(1), 1-98.

Vockell, E. L., & Asher, J. W. (1995). Educational research (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall, Inc.

Wang, M., Reynolds, M. C., & Walberg, H. J. (1986). Rethinking special education. Educational Leadership, 44, 26-3 1.

Warren, S. F., & Yoder, P. J. (1994). Communication and language intervention: Why a constructivist approach is insufficient. The Journal of Special Education, 28(3), 248-258.

Will, M. (1986). Educating children with learning problems: A shared responsibility. Exceptional Children, 52, 411-415.