___

• Akçamete, G. & Ceber, H. (1999). "Kaynaştırılmış sınıflardaki işitme engelli ve işiten öğrencilerin sosyometrik statülerinin karşılaştırmalı olarak incelenmesi." Özel Eğitim Dergisi, 2(3), 64-74.
• Alter, M., & Gottlieb,J. (1987). Educating for social skills. Advances in Special Education, 6,1-61.
• Ballard, M., Corman, L., Gottlieb, J., & Kaufman, M. J. (1977). Improving the social status of mainstreamed retarded children. Journal of Educational Psychology, 69(5), 605-611.
• Chan, S. & Mpofu, E. (2001). Children's peer status in school settings: Current and prospective assessment procedures. School Psychology International, 22, (1), 43-52.
• Cole, D. A., & Meyer, L. H. (1991). Social integration and severe disabilities: A longitudinal analysis of child outcomes. The Journal of Special Education, 25(3), 340-351.
• Franz, D. Z. & Gross, A. M. (2001). Child sociometric status and parent behaviors. Behavior Modification, 25(1), 3-20.
• Frederickson, N. L., & Furnham, A. F. (1998). Use of sociometric techniques to assess the social status of mainstreamed children with learning difficulties. Genetic, Social & General Psychology Monographs, 224(4), 381-433.
• Gottlieb, J., & Budoff, M. (1973). Social acceptability of retarded children in nongraded schools differing in architecture. American Journal of Mental Deficiency,7 8(1), 15-19.
• Greener, S. H. (2000). Peer assessment of children's prosocial behaviour. Journal of Moral Education, 29(1), 47-60.
• Gresham, F. M .& Stuart, D. (1992) Stability of sociometric assesment: Implications for uses as selection and outcome measures in social skills training. Journal of School Psychology. 30, 223-231. (In: Sale, P. & Carey, D. M. (1995). The sociometric status of students with disabilities in a full-inclusion school. Exceptional Children, 62(1), 6-19).
• Hall, L. J. (1994). A descriptive assessment of social relationships in integrated classrooms. JASH, 19(4), 302-313.
• Hall, L. J., & McGregor, J. A. (2000). A follow-up study of the peer relationships of children with disabilities in an inclusive school.The Journal of Special Education, 34,114-126.
• Jenkins, J. R., Odom, S. M., & Speltz, M. L. (1989). Effects of social integration on preschool children with handicaps. Exceptional Children, 55(5), 420-428.
• Kemp, C, & Carter, M. (2002). The social skills and social status of mainstreamed students with intellectual disabilities. Educational Psychology, 22(4), 391-411.
• Lee, S., Yoo, S., & Bak, S. (2003). Characteristics of friendships between children with and without mild disabilities. Education and Training in Developmental Disabilities, 38(2), 157-166.
• Lewis, B. R., & Doorlag, D. H. (1987). Teaching special students in the mainstream, London. Merrill Publishing Company.
• Madge, S., Affleck, J. Q., & Lowenbraun, S. (1990). Social effects of integrated classrooms and resource room/regular class placements on elementary students with learning disabilities. Journal of Learning Disabilities, 23(7), 439-445.
• Merrell, K. W. (2001). Assessment of children's social skills: Recent developments, best practices, and new directions. Exceptionality, 9(1&2), 3-18.
• Odom, S. L., McConnell, S. R., & Chandler, L. K. (1994). Acceptability and feasibility of classroom based social interaction interventions for young children with disabilities. Exceptional Children,60, 226-236
• Pavri, S., & Luftig, R. (2000). The social face of inclusive education: Are students with learning disabilities really included in the classroom? Preventing School Failure, 45(1), 8-14.
• Rutherford, Jr. R. B., Mathur, S. R., & Quinn, M. M. (1998). Promoting social communication skills through cooperative learning and direct instruction. Education and Treatment of Children, 21(3). 354-369.
• Sale, P. & Carey, D. M. (1995). The sociometric status of students with disabilities in a full-inclusion school. Exceptional Children, 62(1), 6-19.
• Salend, S. J. (1999). The impact of inclusion on students with and without disabilities and their educators. Remedial and Special Education, 20(2), 114-126.
• Schloss, P. J., & Smith, M. A. (1994). Applied behavior analysis in the classroom. Allyn and Bacon.
• Stone, W. L., & La Greca, A. M. (1990). The social status of children with learning disabilities: A reexamination. Journal of Learning Disabilities, 23(1), 32-37.
• Sugai, G. & Lewis, T. J. (1996). Preferred and promising practices for social skills instruction. Focus on Exceptional Children, 29(4).
• Taylor, A. R., Asher, S. R., & Williams, G. A. (1987). The social adaptation of mainstreamed mildly retarded children. Child Development, 58,1321-1334.
• Vaughn, S., Elbaum, B. E., & Schumm, J. S. (1996). The effects of inclusion on the social functioning of students with learning disabilities. Journal of Learning Disabilities, 29(6),598-608.
• Varher, G. & Vuran, S. (2004) Views of the pre-school teachers about integration in Turkey. Europan Conference Abstracts. The European Dimension of Special Education: emergence of a different profile 19-21 November 2004, Thessaloniki-Greece, 56.
• Zirpoli, T. J., & Melloy, J. K. (1997). Behavior management: Application for teachers and parents. 2nd Edition. New Jersey: Prentice Hall.