Lori Burkart
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Reading List for “Team Ondine”
(Lori, Jen, Denise, & Miranne)
Addison, S. (2004). Part 5: Explaining procedural safeguards in early intervention—So that
families can lead the way. The Exceptional Parent, 34(3), 68–72.
Advocacy in Action. (2006). Schools not communicating with parents about special education
legal rights.
Angell, M. E., Stoner, J. B., & Shelden, D. L. (2008). Trust in education professionals:
Perspectives of mothers of children with disabilities. Remedial and Special Education,
30(3), 160–176. doi:10.1177/0741932508315648
Bailey, D. B. (2000). The federal role in early intervention: Prospects for the future. Topics in
Early Childhood Special Education, 20(2), 71–78. doi:10.1177/027112140002000202
Belcher, H. M. E., Hairston-Fuller, T. C., & McFadden, J. (2011). How do we assess family
supports and fairness in early intervention? Developmental Disabilities Research Reviews,
17(1), 36–43. doi:10.1002/ddrr.137
Brown, S. E. (2003). Advocacy for young children under IDEA: What does it mean for early
childhood educators? Infants and Young Children, 16(3), 227–237.
Bruns, D. A., & Corso, R. M. (2001). Working with culturally & linguistically divers families.
Clearinghouse on Elementary and Early Childhood Education, 7469(217).
Burke, V. & Greenberg, D. (2010). Determining readability: How to select and apply easy-to-use
readability formulas to assess the difficulty of adult literacy materials. Adult Basic
Education and Literacy Journal, 4(1), 34–42. Retrieved from
Buysse, V., Castro, D. C., West, T., & Skinner, M. L. (2004). Addressing the needs of Latino
children: A national survey of state administrators of early childhood programs. FPG Child
Development Institute (p. 12). Chapel Hill, North Carolina.
Byington, T. a., & Whitby, P. J. S. (2012). Empowering Families During the Early Intervention
Planning Process. Young Exceptional Children, 14(4), 44–56.
doi:10.1177/1096250611428878
Carter, E., Swedeen, B., Cooney, M., Walter, M., & Moss, C. K. (2012). “I don’t have to do this
by myself?” Parent-led community conversations to promote inclusion. Research and
Practice for Persons with Severe Disabilities, 37(1), 9–23.
CEC Board of Directors. (2004). The Council for Exceptional Children: Definition of a wellprepared special education teacher, 13.
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Chambers, J., Harr, J., & Dhanani, A. (2003). Special Education Expenditure Project: What Are
We Spending on Procedural Safeguards in Special Education, 1999-2000? (p. 53).
Chopp, D. (2012). School districts and families under the IDEA: Collaborative in theory,
adversarial in fact. Journal of National Association of Administrative Law Judiciary, 32(2).
Cohen, S. R. (2013). Advocacy for the “abandonados”: Harnessing cultural beliefs for Latino
families and their children with intellectual disabilities. Journal of Policy and Practice in
Intellectual Disabilities, 10(1), 71–78. doi:10.1111/jppi.12021
Conroy, T., Yell, M. L., Katsiyannis, A., Collins, T. S., & Metseq, A. (2010). The U.S. supreme
court and prental rights under the Individuals with Disabilites Education Act. Focus on
Exceptional Children, 43(2).
Council for Exceptional Children. (2010). Special Education Professional Ethical Principles.
Science (New York, N.Y.) (Vol. 139, p. 1). doi:10.1126/science.139.3555.660
Council for Exceptional Children. (2011). Council for Exceptional Children Special Education
Professional Practice Standards (pp. 1–5).
Council for Exceptional Children. (2014). CEC Standards for Evidence-Based Practices in
Special Education (p. 15).
Dabkowski, D. M. (2004). Encouraging active parent participation in IEP team meetings.
Teaching Exceptional Children, 36(3), 34–39.
Disability Rights Oregon. (2012). Special Education : A Guide for Parents & Advocates (p. 86).
Educatioin, I. D. of. (2009, November 30). Indiana Department of Education Notice of
Procedural Safeguards. Indiana Department of Education. Indiana Department of
Education. State House Room 229, Indianapolis, IN 46204. Tel: 317-232-6610; Fax: 317232-8004; e-mail: webmaster@doe.state.in.us; Web site: http://www.doe.in.gov/. Retrieved
from
http://eric.ed.gov/?q=procedural+safeguards&ff1=dtySince_2005&ff2=subParent+Rights&f
f3=audParents&id=ED510124
Engel, D. M. (1991). Law, culture, and children with disabilities: Educational rights and the
construction of difference. Duke Law Journal, 1991(1), 166–205.
Fiedler, C. R., & Van Haren, B. (2008). A comparison of special education administrators’ and
teachers' knowledge and application of ethics and professional standards. The Journal of
Special Education, 43(3), 160–173. doi:10.1177/0022466908319395
Fish, W. W. (2008). The IEP meeting: Perceptions of parents of students who receive special
education services. Preventing School Failure: Alternative Education for Children and
Youth, 53(1), 8–14.
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Fisher, M., & Pleasants, S. L. (2011). Roles, responsibilities, and concerns of paraeducators:
Findings from a statewide survey. Remedial and Special Education, 33(5), 287–297.
doi:10.1177/0741932510397762
Fitzgerald, J. L., & Watkins, M. W. (2006). Parents’ rights in special sducation: The readability
of procedural safeguards, 72(4), 497–510.
Gerber, P. J., Banbury, M. M., Miller, J. H., & Griffin, H. C. (1986). Special educators’
perceptions of parental participation in the individual education plan process. Psychology in
the Schools, 23(2), 158–163. doi:10.1002/1520-6807(198604)23:2<158::AIDPITS2310230208>3.0.CO;2-R
Halgunseth, L. C., & Peterson, A. (2009). Family Engagement, Divers Families, and Early
Childhood Education Programs: An Integrated Review of the Literature. National
Associatino for the Education of Young Children.
Havey, J. (1999). School psychologists’ involvement in special education due process hearings.
Psychology in the Schools, 36(2), 117–123.
Hess, R. S., Molina, A. M., & Kozleski, E. B. (2006). Until somebody hears me: parent voice
and advocacy in special educational decision making. British Journal of Special Education,
33(3), 148–157. doi:10.1111/j.1467-8578.2006.00430.x
Hurth, J. & Goff, P. (2002). The National Early Childhood Technical Assistance Center:
Assuring the Family’’s Role on the Early Intervention Team. Chapel Hill, North Carolina.
Retrieved from http://eric.ed.gov/?q=procedural+safeguards&id=ED475510
Hyatt, K. (2007). The new IDEA: Changes, concerns, and questions. Intervention in School and
Clinic, 42(3), 131–136.
Katsiyannis, A., & Ward, T. (1992). Parent participation in special education: Compliance issues
as reported by parent surveys and state compliance reports. Remedial and Special
Education, 13(5), 50–55. doi:10.1177/074193259201300508
Lake, J. & Billingsley, B. (2000). An analysis of factors that contribute to parent-school conflict
in special education. Remedial and Special Education, 21(4), 240–251.
Lam, C. M., & Kwong, W. M. (2012). The “paradox of empowerment” in parent education: A
reflexive examination of parents’ pedagogical expectations. Family Relations, 61(1), 65–74.
doi:10.1111/j.1741-3729.2011.00685.x
LaRocco, D. J., & Bruns, D. a. (2005). Advocacy is only a phone call away: Strategies to make a
difference on behalf of children and their families. Young Exceptional Children, 8(4), 11–
18. doi:10.1177/109625060500800402
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Malone, D. M., & Gallagher, P. a. (2009). Special education teachers’ attitudes and perceptions
of teamwork. Remedial and Special Education, 31(5), 330–342.
doi:10.1177/0741932509338362
Mandic, C. G., Rudd, R., Hehir, T., & Acevedo-Garcia, D. (2010). Readability of special
education procedural safeguards. The Journal of Special Education, 45(4), 195–203.
doi:10.1177/0022466910362774
Martin, J. E., Marshall, L. H., & Sale, P. (2004). A 3-year study of middle, junior high, and high
school IEP meetings. Exceptional Children, 70(3), 285–297.
Mcculloch, L. (2005). Procedural Safeguards in Special Education Under IDEA: Montana.
Helena, Montana: Office of Public Instruction.
Meghan M Burke. (2013). Improving parental involvement training special education advocates.
Journal of Disability Policy Studies, 23(4). Retrieved from
http://dps.sagepub.com/content/23/4/225.short
Melton, G. (2005). Treating children like people: A framework for research and advocacy.
Journal of Clinical Child and Adolescent Psychology, 34(4), 646–657.
Mitchell, W., & Sloper, P. (2001). Quality in services for disabled children and their families:
What can theory, policy and research on children’s and parents' views tell us? Children &
Society, 15(4), 237–252. doi:10.1002/chi.658
National Center for Learning Disabilities. (2006). IDEA Parent Guide: A comprehensive guide to
your rights and responsibilities under the Individuals with Disabilities Education Act (IDEA
2004) (p. 106).
National Center for Learning Disabilities. (2014). Parent Guide to IDEA.
http://www.ncld.org/parents-child-disabilities/idea-guide. Retrieved from
http://www.ncld.org/parents-child-disabilities/idea-guide
National Dissemination Center for Children with Disabilities (NICHCY). (2010). Right to
Receive a Complete Explanation of IDEA ’ s Procedural Safeguards. Retrieved from
http://nichcy.org/schoolage/parental-rights/notice-safeguards
Nowell, B., & Salem, D. (2007). The impact of special education mediation on parent-school
relationships: Parents’ perspecitve. Remedial and Special Education, 28(5), 304–315.
doi:10.1177/07419325070280050501
Oregon Department of Education. (2013a). Procecural Safeguards Notice: EI/ECSE for Oregon.
Salem, Oregon: Oregon Department of Education, Office of Student Learning &
Partnerships.
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Oregon Department of Education. (2013b). Procedural Safeguards Notice: K-21 for Oregon.
Salem, Oregon: Oregon Department of Education, Office of Student Learning &
Partnerships.
PACER. (2004). Principles of family involvement.
Pierce, L. (1986). Parent Adocacy Brief: Preschool Services Under IDEA. National Center for
Learning Disabilities.
Pizur-Barnekow, K., Patrick, T., Rhyner, P. M., Cashin, S., & Rentmeester, A. (2010).
Readability of early intervention program literature. Topics in Early Childhood Special
Education, 31(1), 58–64. doi:10.1177/0271121410387676
Puig. V. & Recchia, S. (2012). Urban advocates for young children with special needs: First-year
early childhood teachers enacting social justice. The New Educator, 8(3), 258–277.
doi:10.1080/1547688X.2012.697018
Simon, J. B. (2006). Perceptions of the IEP requirement. Teacher Education and Special
Education, 29(4), 225–235.
Smith, S. W. (1990). Individualized Education Programs (IEPs) in special education--From
intent to acquiescence. Exceptional Children, 57(1), 6–14.
Spann, S. J., & Kohler, F. W. (2003). Examining parents’ involvement in and perceptions of
special education services: An interview with families in a parent support group, 18(4),
228–237.
Spiegel-McGill, P., Reed, D., Konig, C., & McGowan, P. (1990). Parent education : Easing the
transition to preschool. Topics in Early Childhood Special Education, 9(4), 66–77.
State of Illinois. (2007). Infant/Toddler & Family Rights Under IDEA for the Early Intervention
System.
Tennessee Department of Education. (2007). The Rights of Infants and Toddlers with Special
Needs.
Thatcher, S. B. (2012). Increasing parental involvement of special education students : The
creation of smartphone-friendly , web-based legal and procedural resources. Utah State
University: All Graduate Plan B and Other Reports. Paper 161.
Thatcher, K. & Fletcher, K. (2008). Professionals’ perceptions of the role of literacy in early
intervention services. Psychology in the Schools, 45(7), 600–608. doi:10.1002/pits
Trainor, A. A. (2010). Diverse approaches to parent advocacy during special education homeschool interactions: Identification and use of cultural and social capital, 31(1), 34–48.
Lori Burkart
Turnbull, A., Summers, J., Turnbull, R., Brotherson, M., Winton, P., Roberts, R., … StroupRentier, V. (2007). Family supports and services in early intervention: A bold vision.
Journal of Early Intervention, 29(3), 187–206. doi:10.1177/105381510702900301
Unknown. (2014). EI / ECSE Contractor Contact Information.
Villines, M. (2011). Early childhood inclusion : Teacher perception of the supports needed to
fully include children with special needs. Portland State University: Dissertations and
Theses. Paper 425., Paper 425.
Wakelin, M. M. (2008). Challenging disparities in special education: Moving parents from
disempowered team members to ardent advocates. Northwestern Journal of Law & Social
Policy, 3(2).
Wilcox, B. L., Weisz, P. V., & Miller, M. K. (2005). Practical guidelines for educating
policymakers: the family impact seminar as an approach to advancing the interests of
children and families in the policy arena. Journal of Clinical Child and Adolescent
Psychology, 34(4), 638–45. doi:10.1207/s15374424jccp3404_6
Zirkel, P. & McGuire, B. (2010). A Roadmap to legal dispute resolution for students with
disabilities. Journal of Special Education Leadership, 23(2), 100–113.
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