Selected References

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Billingsley, F.F., & Kelly, B. (1994). An examination of the acceptability of instructional practices for students with severe disabilities in general    education settings. JASH, 19, 74-83.
Bird, P.J., & Gansneder, B.M. (1979). Preparation of physical education teachers as required under PL 94-142. Exceptional Children, 45,    464-466.
Block, M.E. (In press-a). Consultation in adapted physical education. Adapted Physical Activity Quarterly.
Block, M.E. (In press-b). Don't forget the social part of inclusion. Strategies.
Block, M.E. (1996). Implications of U.S. Federal law and court cases for physical education placement of students with disabilities. Adapted    Physical Activity Quarterly, 13, 127-152.
Block, M.E. (1994). A teacher's guide to including students with disabilities in regular physical education. Baltimore: Paul H. Brookes.
Block, M.E., & Rizzo, T.L. (1995). Attitudes and attributes of physical education teachers towards including students with severe and profound    disabilities into regular physical education. Journal of The Association for Persons with Severe Handicaps, 20, 80-87.
Block, M.E., & Zeman, R. (1996). Including students with disabilities into regular physical education: Effects on nondisabled children. Adapted    Physical Activity Quarterly, 13, 38-49.
Block, M.E., Zeman, R., & Henning, G. (1997). Pass the ball to Jimmy: A success story in integrated physical education. PALAESTRA, 13(3),    37-42.
Boyce, A. (1997). Inappropriate student behavior-A problem for student teachers. Journal of Physical Education, Recreation, and Dance, 68(6),     28-35.
Bratlinger, E. (1997). Using ideology: Cases of nonrecognition of the politics of research and practice in special education. Review of    Educational Research, 67, 425-459.
Bricker, D. (1995). The challenge of inclusion. Journal of Early Intervention, 19, 179-194.
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Brown, L., Long, E., Udvari-Solner, A., Davis, L., VanDeventer, P., Ahlgren, C., Johnson, F., Gruenewald, L., & Jorgensen, J. (1989). The home    school: Why students with severe intellectual disabilities must attend the schools of their brothers, sisters, friends, and neighbors. The Journal    of the Association for Persons with Severe Handicaps, 14, 1-7.
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Ferguson, D.L. (1995). The real challenge of inclusion: Confessions of a 'rabid inclusionist'. Phi Delta Kappan, 77(4), 281-306.
Fuchs, D., & Fuchs, L. (1994). Inclusive schools and the radicalization of special education reform. Exceptional Children, 60, 294-309.
Fuchs, D., & Fuchs, L. (1991). Framing the REI debate: Abolitionists versus conservationists. In J.W. Lloyd, N.N. Singh, & A.C. Repp (Eds.),    The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 241-255). Sycamore, IL: Sycamore Publishing    Co.
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Helmstetter, E., Peck, C.A., & Giangreco, M.F. (1994). Outcomes of interactions with peers with moderate or severe disabilities: A statewide    survey of high school students. JASH, 19, 263-276.
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Karagiannis, A., Stainback, W., & Stainback, S. (1996). Rationale for inclusive schooling. In S. Stainback & W. Stainback (Eds.), Inclusion: A    guide for educators (pp. 3-16). Baltimore: Paul H. Brookes.
Karper, W.B. (1995). Inclusive elementary school physical education: Taught by classroom teacher. PALAESTRA, 11(3), 32-35.
Kauffman, J.M. (1995). The regular education initiative as a Reagan-Bush educational policy: A trickle-down theory of education of the    hard-to-teach. In J.M. Kauffman & D.P. Hallahan (Eds.), The illusion of full inclusion (pp. 125-155). Austin, TX: Pro-ed.
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Kelly, L. E. (1994a). National Standards Adapted Physical Education. Champaign, IL: Human Kinetics.
Kelly, L.E. (1994b). Preplanning for successful inclusive schooling. JOPERD, 65(1), 37-39.
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Martin E. Block is an associate professor in the Curry School of Education at the University of Virginia. He is interested in communication, collaborative teaming, and in the role of consultants in inclusive physical education settings.