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American Association for the Advancement of Science. (1991). Barrier free in brief: Laboratories and classrooms in science and engineering. Washington, DC: Author.

American Association for the Advancement of Science. (2001). In pursuit of a diverse science, technology, engineering, and mathematics workforce. Washington, Author.

American Geological Institute. (1997). NSF report on women, minorities, and persons with disabilities in science and engineering. Retrieved March 2, 2006, from http://www.agiweb.org/gap/legis105/womenmin.html

Anderson-Inman, L., Ditson, L. A., & Ditson, M. T. (1998). Computer-based concept mapping: Promoting meaningful learning in science for students with disabilities. Journal of Information Technology and Disabilities, 4(5). Retrieved March 2006, from http://www.rit.edu/~easi/itd.htm

Anderson-Inman, L., Knox-Quinn, C., & Szymanski, M. (1999). Computer-supported studying: Stories of successful transition to postsecondary education. Career Development for Exceptional Individuals, 22(2), 185–212.

Andresen, L. (1991). Teaching university teachers to teach—while they teach. A Quarterly Experience, 26, 14–17.

Anson, D. K. (1997). Alternative computer access: A guide to selection. Philadelphia: F. A. Davis.

Assistive technology: A student's right. (1992). Exceptional Parent, 22(8), 30–32.

Atkins, B. J. (1988). An asset-oriented approach to cross-cultural issues: Blacks in rehabilitation. Journal of Applied Rehabilitation Counseling, 19(4), 45–49.

Atwood, R. K., & Oldham, B. R. (1985). Teachers' perceptions of mainstreaming in an inquiry oriented elementary science program. Science Education, 69(5), 619–624.

Avramidis, E., Bayliss, P., & Burden, R. (2000). Student teachers' attitudes toward the inclusion of children with special educational needs in the ordinary school. Teaching and Teacher Education, 16(3), 277–293.

Baird, L., Schneier, C., & Laird, D. (1983). The training and development sourcebook. Amherst, MA: Human Resource Development Press.

Banks, D. (1997). K-12 web resources for science, engineering and math. Journal of Information Technology and Disabilities, 4(4).

Barry, W. A., Gardner, J. A., & Lundquist, R. (1994). Books for blind scientists: The technological requirements of accessibility. Journal of Information Technology and Disabilities, 1(4).

Bay, M., Staver, J. R., Bryan, T., & Hale, J. B. (1990). Science instruction for the mildly handicapped: Direct instruction versus discovery teaching. Journal of Research in Science Teaching, 29(6), 555–570.

Berliss J. (1994). Boon or bust? Access to electronic publishing by individuals using adaptive computer technology. Journal of the American Society for Information Science, 45(10), 753–759.

Best, M. (1992). Science laboratory access manual: A guide to designing a laboratory for access for people with disabilities. Melbourne, Australia: Victorian University of Technology.

Black, A. A., Gourgey, K. L., & Kress, M. E. (1994). A graphical calculus course for blind students. Journal of Information Technology and Disabilities, 1(4). Retrieved March 2, 2006, from http://www.rit.edu/~easi/itd.htm

Blackhurst, A. E., Lahm, E. A., Harrison, E. M., & Chandler, W. G. (1999). A framework for aligning technology with transition competencies. Career Development for Exceptional Individuals, 22(2), 153–183.

Blackorby, J., & Wagner, M. (1996). Longitudinal postschool outcomes of youth with disabilities: Findings from the National Longitudinal Transition Study. Exceptional Children, 62(5), 399–413.

Borron, R. (1978). Modifying science instruction to meet the needs of the hearing impaired. Journal of Research in Science Teaching, 15, 257–262.

Bowe, F. G. (2000). Universal design in education: Teaching nontraditional students. Westport, CT: Bergin & Garvey.

Brazier, M., Parry, M., & Fischbach, E. (2000). Blind students: Facing challenges in a college physics course—Leveling the playing field for the visually impaired. Journal of College Science Teaching, 30(2), 114–116.

Bremer, C.D., Kachgal, M. & Schoeller, K. (2003). Self-determination: Supporting successful transition. National Center on Secondary Education and Transition Research to Practice Brief, 2(1), 9.

Brett, A. (1997). Assistive and adaptive technology—Supporting competence and independence in young children with disabilities. Dimensions of Early Childhood, 25(3), 14–15, 18–20.

Brightman, A. J., & Green, P. (1990). Independence day: Designing computer solutions for individuals with disability. Allen, TX: DLM.

Brookfield, S. D. (1993). Self-directed learning, political clarity, and the critical practice of adult education. Adult Education Quarterly, 43(4), 227–242.

Brown, B. L. (2001). Women and minorities in high-tech careers. ERIC Digest No. 226. Career and Vocational Education. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED346082).

Brown, C. (1992). Assistive technology, computers, and persons with disabilities. Communications of the ACM, 35(5), 36–45.

Brown, C. (1993). Assistive computer technology: Opening new doorways. New Directions for Student Services, 64, 89–102.

Brown, P., & Foster, S. (1990). Factors influencing the academic and social integration of hearing impaired college students. Journal of Postsecondary Education and Disability, 7, 79–97.

Bruce, R. R., & Wyman, S. (1998). Changing organizations: Practicing action training and research. Thousand Oaks: Sage.

Burger, D. (1994). Improved access to computers for the visually handicapped: New prospects and principles. IEEE Transactions on Rehabilitation Engineering, 2(3), 111–118.

Burgstahler, S. (2006). Universal design of web pages in class projects. Seattle, WA: University of Washington. Retrieved March 6, 2006, from http://www.washington.edu/doit/Brochures/Technology/universal_class.html

Burgstahler, S. (2006). Web accessibility: Guidelines for administrators. Seattle, WA: University of Washington. Retrieved March 6, 2006, from http://www.washington.edu/doit/Brochures/Technology/web_admin.html

Burgstahler, S. (2006). Working together: Science teachers and students with disabilities. Seattle, WA: University of Washington. Retrieved March 6, 2006, from http://www.washington.edu/doit/Brochures/Academics/working.teachers.html

Burgstahler, S. (2005). Equal access: Universal design of computer labs. Seattle: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Technology/comp.access.html

Burgstahler, S. (2005). Equal access: Universal design of instruction. Seattle: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Academics/equal_access_udi.html

Burgstahler, S. (2003). Opening doors: Mentoring on the internet. Seattle, WA: University of Washington. Retrieved March 6, 2006, from http://www.washington.edu/doit/Brochures/Technology/doors.html

Burgstahler, S. (1992). Computing services for disabled students in institutions of higher education. Dissertation Abstracts International, 54(1), 102-A.

Burgstahler, S. (1994). Increasing the representation of people with disabilities in science, engineering, and mathematics. Information Technology and Disabilities, 1(4).

Burgstahler, S. (1995). Faculty facilitate research for students with disabilities. Council on Undergraduate Research Quarterly, 16(1), 8–11.

Burgstahler, S. (2002a). Accommodating students with disabilities: Professional development needs of faculty. To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, 21, 181–183.

Burgstahler, S. (2002b). Universal design of distance learning. Information Technology and Disabilities, 8(1). Retrieved March 2, 2006, from http://www.rit.edu/~easi/itd/itdv08n1/burgstah.htm

Burgstahler, S. (2002c). Working together: People with disabilities and computer technology. Seattle, WA: University of Washington. Retrieved March 6, 2006, from http://www.washington.edu/doit/Brochures/Technology/wtcomp.html

Burgstahler, S. (2001). A collaborative model promotes career success for students with disabilities: How DO-IT does it. Journal of Vocational Rehabilitation, 16(3–4), 209–216.

Burgstahler, S. (1997a). Students with disabilities and the online classroom. In Z. L. Berge & M. P. Collins (Eds.), Wired Together: The Online Classroom in K-12 (Vol. 1, pp. 197–208). Cresskill, NJ: M. Hampton Press.

Burgstahler, S. (1997b). Teaching on the Net: What's the difference? T.H.E. Journal, 24(9), 61–64.

Burgstahler, S., Comden, D., & Fraser, B. (1997). Universal access: Electronic resources in libraries—Presentation materials. Seattle, WA: DO-IT, University of Washington.

Burgstahler, S., & Cronheim, D. (2001). Supporting peer-peer and mentor-protégé relationships on the internet. Journal of Research on Technology in Education, 34(1), 59–74.

Burgstahler, S., & Doe, T. (2004). Disability-related simulations: If, when, and how to use them. Review of Disability Studies: An International Journal, 1(2), 4–17.

Burgstahler, S., & Doe, T. (in press). Improving postsecondary outcomes for students with disabilities: Designing professional development for faculty. Journal of Postsecondary Education and Disability.

Burgstahler, S., & Jirikowic, T. (2002). Supporting students with disabilities: What every teaching assistant should know. Journal of Graduate Teaching Assistant Development, 9(1), 23–30.

Burkhead, E. J., McMahon, B. T., & Sampon, J. P. (1986). The liberation of disabled persons in a technological society: Access to computer technology. Rehabilitation Literature, 47(7–8), 162–168.

Caffarella, R. S., & Zinn, L. F. (1999). Professional development for faculty: A conceptual framework of barriers and supports. Innovative Higher Education, 23(4), 241–254.

Carlisle, J. F., & Chang, V. (1996). Evaluation of academic capabilities in science by students with and without disabilities and their teachers. Journal of Special Education 30(1), 18–34.

Castorina, C. (1994). Spreading the word about adaptive technology. Change, 26(2), 45–47.

Cawley, J. F. (1994) Science for students with Disabilities. Remedial and Special Education, 15(2), 67–71.

Cetera, M. M. (1983). Laboratory adaptations for visually impaired students: Thirty years in review. Journal of College Science Teaching, 12(6), 384–393.

Chalfen, D. H., & Farb, S. E. (1996). Universal access and the ADA: A disability access design specification for the new UCLA library online information system. Library Hi Tech, 14(1), 51–56.

Claxton, C. S., & Ralston, Y. (1978). Learning styles: Their impact on teaching and administration. Washington, DC: American Association for Higher Education.

Closing The Gap 1998 resource directory. Closing The Gap, 16(6), 41–195.

Coker, C. A. (1996). Accommodating students' learning styles in physical education. Journal of Physical Education, Recreation, and Dance, 67(9), 66–68.

Comden, D., & Burgstahler, S. (2002.) World wide access: Accessible web design. Seattle, WA: University of Washington. Retrieved March 6, 2006, from http://www.washington.edu/doit/Brochures/Technology/universal.design.html

Computers, technology, and people with disabilities. Washington, DC: HEATH Resource Center.

Conti, G. J. (1998). Identifying your teaching style. In M. W. Galbraith (Ed.), Adult learning methods: A guide for effective instruction (pp. 73–77). Malabar, FL: Kreiger.

Coombs, N., & Cartwright, G. P. (1994). Project EASI: Equal Access to Software and Information. Change, 26(2), 42–44.

Cranton, P. (1996). Professional development as transformative learning: New perspectives for teachers of adults. San Francisco: Jossey-Bass.

Cunningham, C. & Coombs, N. (1997). Information access and adaptive technology. Phoenix, AZ: Orynx Press.

Davis, L. E. (1990). Recognizing and accommodating the learning-disabled geology student. Journal of Geological Education, 38(2), 101–104.

Deines-Jones, C. (1996). Access to library internet services for patrons with disabilities: Pragmatic considerations for developers. Library Hi Tech, 14(1), 57–64, 68.

Directory of assistive technology. (1989). Reston, VA: Council for Exceptional Children, Center for Special Education Technology.

Dixon, J. M. (1996). Leveling the road ahead: Guidelines for the creation of WWW pages accessible to blind and visually handicapped users. Library Hi Tech, 14(1), 65–68.

Dodd, J. M., Fischer, J., Hermanson, M., & Nelson, J. R. (1990). Tribal college faculty willingness to provide accommodations to students with learning disabilities. Journal of American Indian Education, 30(1), 8–16.

DO-IT (1993–2005). DO-IT News. Seattle, University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Newsletters/

DO-IT. (1994–2005). DO-IT Snapshots 2005. Seattle, University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Snapshots/

DO-IT. (2001). College: You can DO-IT!. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Academics/college.html

DO-IT. (2001). The Faculty Room. Seattle, WA: University of Washington. Retrieved March 6, 2006, from http://www.washington.edu/doit/Faculty/

DO-IT. (2001). Learn and earn: Supporting teens. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Careers/support.html

DO-IT. (2001). Learn and earn: Tips for teens. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Careers/learn.html

DO-IT: (2001). Moving on: The two-four step. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Academics/24.html

DO-IT: (2001). The winning equation: Access + attitude = success in math and science. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Academics/winmathsci.html

DO-IT: (2001). Working together: Faculty and students with disabilities. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Academics/teachers.html

DO-IT: (2003). Working together: K-12 teachers and students with disabilities. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Academics/working.k12.html

DO-IT. (2004). Disability-related resources on the internet. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/DRR/

DO-IT. (2005). Access to technology: An online tutorial. Seattle, WA: University of Washington. Retrieved March 2, 2006, from http://www.washington.edu/doit/Brochures/Technology/aeit.html

Dona, J., & Edmister, J. H. (2001). An examination of community college faculty members' knowledge of the Americans with Disabilities Act of 1990 at the fifteen community colleges in Mississippi. Journal of Postsecondary Education and Disability, 14(2), 91–103.

Doren, B., & Benz, M. R. (1998). Employment inequity revisited: Predictors of better employment outcomes of young women with disabilities in transition. Journal of Special Education, 31(4), 425–442.

Dunn, C., & Rabren, K. (1996). Functional mathematics instruction to prepare students for adulthood. LD Forum, 21(3), 34–40.

Dunn, R., & Griggs, S. A. (2000). Practical approaches to using learning styles in higher education. Westport, CT: Greenwood.

EASI street to science, engineering and mathematics: An EASI guide to awareness of lab access. (1995). Washington, DC: American Association for Higher Education.

EASI street to science, technology & math: Issues for K-12 students with disabilities. (n.d.). Washington, DC: American Association for Higher Education.

Egelston-Dodd, J., & Himmelstein, J. (1996). A constructivist paradigm in science education for students who are deaf and hard-of-hearing. Journal of Science for Persons with Disabilities, 4(1), 20–27.

Englert, C. S., & Tarrant, K. L. (1995).

Creating collaborative cultures for educational change. Remedial and Special Education, 16, 325–336.

Ensuring access to the general education curriculum (1999). Research Connections in Special Education, 5. Retrieved March 6, 2006 from http://ericec.org/osep/recon5/rc5sec1.html

Erwin, E. J., Perkins, T. S., Ayala, J., Fine, M., & Rubin, E. (2000). You don't have to be sighted to be a scientist, do you? Issues and outcomes in science education. Journal of Visual Impairment and Blindness, 95(6), 338–352.

Esler, W. K., Midgett, J., & Bird, R. C. (1977). Elementary science materials and the exceptional child. Science Foundation, 61(2), 181–184.

Fetter, A. (2003). Problems of the week engage students with special needs. Eisenhower National Clearinghouse Focus, 10, 35–36.

Fichten, C. S. (1995). Paradigms, partnerships, and the next generation of movers and shakers: College students with disabilities. Canadian Journal of Rehabilitation, 9(1), 3–16.

Field, S., Martin, J., Miller, R., Ward, M., & Weymeyer, M. (1998). Self-determination for persons with disabilities: A position statement of the Division on Career Development and Transition. Career Development for Exceptional Individuals, 21(2), 114–128.

Field, S., Martin, J., Miller, R., Ward, M., & Weymeyer, M. (1999). A practical guide for teaching self-determination. Reston, VA: Council for Exceptional Children.

Filipczak, B. (1993). Adaptive technology for the disabled. Training, 30(3), 23–29.

Fourqueen, J. M., Meisgeier, C., Swank, P. R., & Williams, R. E. (1991). Correlates of postsecondary employment outcomes for young adults with learning disabilities. Journal of Learning Disabilities, 24(7), 400–405.

Frank, D., & Rocks, W. (1996, February). Exploiting instability: A model for managing organizational change. Paper presented at the 5th Annual International Conference of the National Community College Chair Academy. Phoenix, AZ. (ERIC Document Reproduction Service No. ED394564).

Frank, K., & Wade, P. (1993). Disabled student services in postsecondary education: Who's responsible for what? Journal of College Student Development, 34(1), 26–30.

Freed, G., Rothberg, M., & Wlodkowski, T. (2000). Making educational software accessible: Design guidelines including math and science. Arlington, VA: National Science Foundation.

Frinks, R. M. (1983). Accommodating mobility-impaired students in physics laboratories. The Physics Teacher, 21(8), 536–537.

Gajar, A. (1998). Postsecondary education. In F. Rusch & J. Chadsey (Eds.), Beyond high school: Transition from school to work (pp. 383–403). Belmont, CA: Wadsworth.

Gardner, H. (1999). Intelligence reframed: Multiple intelligences for the 21st century. New York: Basic Books.

Gaskins, S. (Ed.). (2002). Special educational needs and disabilities—learning and teaching guidance for geography, earth and environmental sciences. [Special edition.] Planet, 3, 1–28.

Goad, T. (1997). The first-time trainer: A step-by-step quick guide for managers, supervisors and new training professionals. New York: AMACON.

Grossen, B., & Burke, M. D. (1997). Instructional design that accommodates special learning needs in science. Journal of Information Technology and Disabilities, 4(5). Retrieved March 2, 2006, from http://www.rit.edu/~easi/itd.htm

Gurganus, S., & Janas, M. (1995). Your kids and our kids: Cooperative science instruction for students with mild to moderate disabilities. Journal of Science for Persons with Disabilities, 3(1), 11–17.

Gurganus, S., Janas, M., & Schmitt, L. (1995). Science instruction: What special education teachers need to know and what roles they need to play. Teaching Exceptional Children, 27(4), 7–9.

Guy, T. C., Reiff, J. C., & Oliver, J. P. (1998). Infusing multicultural education: A process of creating organizational change at the college level. Innovative Higher Education, 22(4), 271–289.

Gwynne, P. (1999). Recruiting scientists with disabilities. Science Magazine, 284, 2009-2012.

Hammrich, P. L., & Price, L. (2002). Confronting equity in science and mathematics education. Philadelphia: Temple University.

Hannah, M., & Pliner, S. (1983). Teacher attitudes toward handicapped children: A review and synthesis. School Psychology Review, 12(1), 12–25.

Harris, Z. M., & Kayes, P. (1995, April). Multicultural and international challenges to the community college: A model for college-wide proactive response. Paper presented at Annual Convention of the American Association of Community Colleges. Minneapolis. (ERIC Document Reproduction Service No. ED387173).

Hayden, M., Gersten, R., & Carnin, D. (1992). Using computer networking to increase active teaching in general education math classes containing students with mild disabilities. Journal of Special Education Technology, 11(4), 167–177.

Heimlich, J. E., & Norland, E. (1994). Developing teaching styles in adult education. San Francisco: Jossey-Bass.

Henderson, C. (2001). College freshmen with disabilities: A biennial statistical profile. Washington, DC: American Council on Education.

Heyward, S. (1998). Disability and higher education: Guidance for Section 504 and ADA compliance. Horsham, PA: LRP Publications.

High school/high tech: Establishing a program to promote science, engineering, and technology careers for students with disabilities (videotape). Washington, DC: Presidents' Committee on Employment of People with Disabilities.

Hill, J. L. (1996). Speaking out: Perceptions of students with disabilities regarding adequacy of services and willingness of faculty to make accommodations. Journal of Postsecondary Education and Disability, 12(1), 22–43.

Holden, C. (1998). Leveling the playing field for scientists with disabilities. Science, 282(5386), 36–37.

Holzberg, C. S. (1995). Technology in special education. Technology & Learning, 15(5), 18–23.

Horan, P. L. (1995). Legal issues pertaining to the postsecondary student with ADD. Journal of Postsecondary Education and Disability, 11(2–3), 53–61.

Hord, S. (1986). A synthesis of research on organizational collaboration. Educational Leadership, 43(5), 22–26.

Horn, C. A., & Shell, D. F. (1990). Availability of computer services in post-secondary institutions: Results of a survey of AHSSPPE members. Journal of Postsecondary Education and Disability, 8(1), 115–124.

Horn, L., & Berktold, J. (1999). Students with disabilities in postsecondary education: A profile of preparation, participation, and outcomes. Education Statistics Quarterly, 1(3), 59–64.

Houck, C. K., Asselin, S. B., Troutman, G. C., & Arrington, J. M. (1992). Students with learning disabilities in the university environment: A study of faculty and student perceptions. Journal of Learning Disabilities, 25(10), 678–684.

Hutinger, P., Johanson, J., & Stoneburner, R. (1996). Assistive technology applications in educational programs of children with multiple disabilities: A case study report on the state of the practice. Journal of Special Education Technology, 13(1), 16–35.

Intelligence theory & testing: Hot topics. (n.d.) Retrieved January 2, 2006 from http://www.indiana.edu/~intell/mitheory.shtml

Izzo, M. & P. Lamb (2001). The development of self-determination and self-advocacy skills: Essential keys for students with disabilities. University of Hawaii at Manoa, National Capacity Building Institute.

Janas, M. (1996). Facilitating science mentorships for students with disabilities. Journal of Science for Persons with Disabilities, 4(1), 6–10.

Jarchow, E. M., & Karli, W. (1983). Hearing impairment (does not equal) career impairment. The Science Teacher, 50(9), 23–25.

Jitendra, A, & Xin, Y. (1997). Mathematical word-problem-solving instruction for students with mild disabilities and students at risk for math failure: A research synthesis. Journal of Special Education, 30(4), 412–438.

Kahn, S. (2003). Including all students. Eisenhower National Clearinghouse Focus, 10(2), 14–17.

Kelley, C. A. (2002). Creating equitable classroom climates: An investigation of classroom strategies in mathematics and science instruction for developing preservice teachers' use of democratic social values. Child Study Journal, 32(1), 14.

Kimmel, H. & Deek, F. P. (1995). Instructional technology: A tool or a panacea? Journal of Science Education and Technology, 4 (4), 327–332.

Knowles, M. S. (1980). The modern practice of adult education: From pedagogy to andragogy (2nd ed.). New York: Cambridge Books.

Koeber, N. (1994). What special problems do children with disabilities face in science? What can teachers and schools do? In EdTalk: What We Know About Science Teaching and Learning. Washington, DC: Council for Education Development and Research.

Kozeracki, C. (1998). Managing organizational change in the community college. Los Angeles: ERIC Clearinghouse for Community Colleges. (ERIC Document Reproduction Service No. ED424884).

Kucera, F. (Ed.). (1993). Teaching chemistry to students with disabilities. Washington, DC: American Chemical Society.

Kumar, D., & Wilson, C. L. (1997). Computer technology, science education, and students with learning disabilities. Journal of Science Education and Technology, 6(2), 155–160.

Kundu, M. M. (1995). Implementation of rehabilitation counselor training programs at historically black colleges and universities. In W. Walker, L. A. Turner, M. Haile-Michael, A. Vincent, & M. D. Miles (Eds.), Disability and Diversity: New leadership for a new era. Washington, DC: PCEPD & HURTC.

Kurz, C. (2003). Making math and science accessible for students who are deaf and hard-of-hearing. Eisenhower National Clearinghouse Focus, 10(2), 26–29.

Kuveke, S. H. (1996). Effecting instructional change: A collaborative approach. New Jersey. (ERIC Documentation Reproduction Service No. ED392029).

Lang, H. G. (1973). Teaching physics to the deaf. The Physics Teacher, 11(9), 527–531.

Lang, H. G. (1983). Preparing science teachers to deal with handicapped students. Science Education, 67(4), 541–542.

Lang, H. G. (1994). Introduction. Silence of the spheres: The deaf experience in the history of science. Westport, CT: Bergin & Garvey.

Lang, H. G. (1996, March). Scientists with disabilities: Toward a heritage curriculum. Address presented at the Working Conference on Science for Students with Disabilities, St. Louis, MO.

Lang, H. G., & Caccamise, F. (1980). One-on-one with the hearing-impaired. The Science Teacher, 47(8), 20–25.

Latham, P. H. (1995). Legal issues pertaining to the postsecondary student with ADD. Journal of Postsecondary Education and Disability, 11(2–3), 53–61.

Lave, J. (1990). Views of the classroom: Implications for math and science learning research. In M. Gardner et al. (Eds.), Toward scientific practice of science education, 251–263. Hillsdale, NJ: Erlbaum.

Lazzaro, J. J. (1993a). Adaptive technologies for learning and work environments. Chicago: American Library Association.

Lazzaro, J. J. (1993b). Computers for the disabled. Byte, 18(7), 59, 61–62, 64.

Lazzaro, J. J. (1994). Opinion: Adaptive computing and the internet: One step forward, two steps back? Internet Research, 4(4), 2–8.

Lee, V. S. (1999). Creating a blueprint for the constructivist classroom. National Teaching and Learning Forum, 8(4). Retrieved March 6, 2006, from http://www.ntlf.com/html/pi/9905/blue_1.htm

Lehman, J. R. (1994). Technology use in the teaching of mathematics and science in elementary schools. School Science and Mathematics, 94(4), 194–202.

Leighton, A. J. (2003). Seeing the learner in every student. Eisenhower National Clearinghouse Focus, 10(2), 37.

Levin, J. S. (1998). Sense-making in the community college: The meanings of organizational change. Tucson: University of Arizona. (ERIC Document Reproduction Service No. ED417777).

Levy, A., & Merry, U. (1986). Organizational transformation: Approaches, strategies, theories. New York: Praeger.

Leyser, Y. (1989). A survey of faculty attitudes and accommodations for students with disabilities. Journal of Postsecondary Education and Disability, 7(3–4), 97–108.

Leyser, Y., Vogel, S., Wyland, S., & Brulle, A. R. (1998). Faculty attitudes and practices regarding students with disabilities: Two decades after implementation of Section 504. Journal of Postsecondary Education and Disability, 13(3), 5–19.

Lindblom, M. (1998, August 14). They've a mind to excel: UW's DO-IT program prepares disabled students for college science studies. The Seattle Times, B1–B2.

Linn, M. C., & Their, H. D. (1975). Adapting science material for the blind: Expectation for student outcomes. Science Education, 59(2), 237–246.

Lucky, L. F. (1989). Boosting science careers for the physically handicapped student. Florida Scientist, 52(3), 145–153.

Luecking, R., & Fabian, E. (2000). Paid internships and employment success for youth in transition. Career Development for Exceptional Individuals, 23, 205–222.

Lunney, D. (1995). Assistive technology in the science laboratory: A talking laboratory work station for visually impaired science students. Journal of Information Technology and Disabilities, 2(1). Retrieved March 2, 2006, from http://www.rit.edu/~easi/itd.htm

MacDougall, A., Schnur, R., Berger, C., & Vernon, D. (1981). The use of activity-centered science activities to facilitate the mainstreaming of elementary school children with special needs. Science Education, 65(5), 467–475.

Maddux, C. D., Cates, D. L., & Sowell, V. (1983). Abacus or fingermath: How do we decide? Journal of Visual Impairment and Blindness, 77(5), 210–213.

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