National Association for the Education of Young Children. (2011). Early childhood education professional development: Training and technical assistance glossary. Washington, D.C.: National Association for the Education of Young Children, National Association of Child Care Resource & Referral Agencies. Retrieved from National Center on Health, Physical Activity, and Disability. (2013). Project GAIN: A model for best practices in inclusive recreation programs. Retrieved from National Council on Disability. (2004). Washington, D. C.: National Council on Disability. Improving educational outcomes for students with disabilities. Retrieved from New Jersey Council on Developmental Disabilities. (2010). Quality indicators for effective inclusive education guidebook. East Brunswick, NJ: New Jersey Coalition for Inclusive Education. Retrieved from Roeher Institute. (2004). Inclusive policy and practice in education: Best practices for students with disabilities. Kingston, Ontario, Canada: Roeher Institute. Ryndak, D., & Alper, S. (2003). Curriculum and instruction for students with significant disabilities in inclusive settings. Boston, MA: Allyn & Bacon. Ryndak, D. L., Jackson, L., & Billingsley, F. (2000). Defining school inclusion for students with moderate to severe disabilities: What do experts say? Exceptionality: A Special Education Journal, 8(2), 101–116. Ryndak, D. L., Moore, M. A., & Orlando, A. (2010). Access to the general curriculum: The mandate and role of context in research-based practice for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 33, 199–213. Schleien, S. J., Miller, K. D., & Shea, M. (2009). Search for best practices in inclusive recreation: Preliminary findings. Journal of Park and Recreation Administration, 27(1), 17–34. Retrieved from Snow, K. (2008). Retrieved from People first language. Telfer, D. M. (2011). Moving your numbers: Five districts share how they used assessment and accountability to increase performance for students with disabilities as part of district-wide improvement. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from University of South Florida St. Petersburg. (2013). Provisions of the Higher Education Opportunities Act. The Florida Consortium on Postsecondary
National Association for the Education of Young Children. (2011). Early childhood education professional development: Training and technical assistance glossary. Washington, D.C.: National Association for the Education of Young Children, National Association of Child Care Resource & Referral Agencies. Retrieved from National Center on Health, Physical Activity, and Disability. (2013). Project GAIN: A model for best practices in inclusive recreation programs. Retrieved from National Council on Disability. (2004). Improving educational outcomes for students with disabilities. Washington, D. C.: National Council on Disability. Retrieved from New Jersey Council on Developmental Disabilities. (2010). Quality indicators for effective inclusive education guidebook. East Brunswick, NJ: New Jersey Coalition for Inclusive Education. Retrieved from Roeher Institute. (2004). Inclusive policy and practice in education: Best practices for students with disabilities. Kingston, Ontario, Canada: Roeher Institute. Ryndak, D., & Alper, S. (2003). Curriculum and instruction for students with significant disabilities in inclusive settings. Boston, MA: Allyn & Bacon. Ryndak, D. L., Jackson, L., & Billingsley, F. (2000). Defining school inclusion for students with moderate to severe disabilities: What do experts say? Exceptionality: A Special Education Journal, 8(2), 101–116. Ryndak, D. L., Moore, M. A., & Orlando, A. (2010). Access to the general curriculum: The mandate and role of context in research-based practice for students with extensive support needs. Research and Practice for Persons with Severe Disabilities, 33, 199–213. Schleien, S. J., Miller, K. D., & Shea, M. (2009). Search for best practices in inclusive recreation: Preliminary findings. Journal of Park and Recreation Administration, 27(1), 17–34. Retrieved from Snow, K. (2008). People first language. Retrieved from Telfer, D. M. (2011). Moving your numbers: Five districts share how they used assessment and accountability to increase performance for students with disabilities as part of district-wide improvement. Minneapolis, MN: University of Minnesota, National Center on Educational Outcomes. Retrieved from University of South Florida St. Petersburg. (2013). Provisions of the Higher Education Opportunities Act. The Florida Consortium on Postsecondary
BPIE-District-Level-8032018locked.docx