Sample Paper on Potential Scholarly Sources

Fauth, R. C., Roth, J. L., & Brooks-Gunn, J. (2007). Does the neighborhood context alter the link between youth’s after-school time activities and developmental outcomes? A multilevel analysis. Developmental psychology, 43(3), 760.

Kochanek, T. T., Kabacoff, R. I., & Lipsitt, L. P. (1990). Early identification of developmentally disabled and at-risk preschool children. Exceptional Children, 56(6), 528-538.

Halpern, R. (2000). The promise of after-school programs for low-income children. Early Childhood Research Quarterly, 15(2), 185-214.

Treuen, M., & Sienen, V. (1999). Encouraging Deaf Students to Take Media Subjects. Australian Screen Education Online, (20/21).

Tindal, G., Heath, B., Hollenbeck, K., Almond, P., & Harniss, M. (1998). Accommodating Students with Disabilities on Large-Scale Tests: An Empirical Study of Student Response and Test Administration Demands.

Sangwan, S., & Duhan, K. (2009). Impact of intervention package on mental abilities of 5–6 years old slow learners. Journal of Dairying, Foods and Home Sciences, 28(3and4), 209-214

Simon, J. E., & Docherty, C. L. (2013). Current health-related quality of life is lower in former Division I collegiate athletes than in non–collegiate athletes. The American journal of sports medicine, 0363546513510393.

Berger, R. J. (2008). Disability and the Dedicated Wheelchair Athlete Beyond the “Supercrip” Critique. Journal of Contemporary Ethnography, 37(6), 647-678.

Pugach, M. C., & Wesson, C. L. (1995). Teachers’ and students’ views of team teaching of general education and learning-disabled students in two fifth-grade classes. The Elementary School Journal, 279-295.

Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.

Lukemeyer, A., Meyers, M. K., & Smeeding, T. (2000). Expensive children in poor families: out‐of‐pocket expenditures for the care of disabled and chronically ill children in welfare families. Journal of Marriage and Family, 62(2), 399-415.

Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131-144.

Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), 203-223.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3-4), 294-309.

References

Avramidis, E., & Norwich, B. (2002). Teachers’ attitudes towards integration/inclusion: A review of the literature. European Journal of Special Needs Education, 17(2), 129-147.

Berger, R. J. (2008). Disability and the Dedicated Wheelchair Athlete Beyond the “Supercrip” Critique. Journal of Contemporary Ethnography, 37(6), 647-678.

Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3-4), 294-309.

Fauth, R. C., Roth, J. L., & Brooks-Gunn, J. (2007). Does the neighborhood context alter the link between youth’s after-school time activities and developmental outcomes? A multilevel analysis. Developmental psychology, 43(3), 760.

Halpern, R. (2000). The promise of after-school programs for low-income children. Early Childhood Research Quarterly, 15(2), 185-214.

Kochanek, T. T., Kabacoff, R. I., & Lipsitt, L. P. (1990). Early identification of developmentally disabled and at-risk preschool children. Exceptional Children, 56(6), 528-538.

Lukemeyer, A., Meyers, M. K., & Smeeding, T. (2000). Expensive children in poor families: out‐of‐pocket expenditures for the care of disabled and chronically ill children in welfare families. Journal of Marriage and Family, 62(2), 399-415.

Pugach, M. C., & Wesson, C. L. (1995). Teachers’ and students’ views of team teaching of general education and learning-disabled students in two fifth-grade classes. The Elementary School Journal, 279-295.

Rea, P. J., McLaughlin, V. L., & Walther-Thomas, C. (2002). Outcomes for students with learning disabilities in inclusive and pullout programs. Exceptional Children, 68(2), 203-223.

Sangwan, S., & Duhan, K. (2009). Impact of intervention package on mental abilities of 5–6 years old slow learners. Journal of Dairying, Foods and Home Sciences, 28(3and4), 209-214.

Simon, J. E., & Docherty, C. L. (2013). Current health-related quality of life is lower in former Division I collegiate athletes than in non–collegiate athletes. The American journal of sports medicine, 0363546513510393.

Tindal, G., Heath, B., Hollenbeck, K., Almond, P., & Harniss, M. (1998). Accommodating Students with Disabilities on Large-Scale Tests: An Empirical Study of Student Response and Test Administration Demands.

Treuen, M., & Sienen, V. (1999). Encouraging Deaf Students to Take Media Subjects. Australian Screen Education Online, (20/21).

Wehmeyer, M. L., & Palmer, S. B. (2003). Adult outcomes for students with cognitive disabilities three-years after high school: The impact of self-determination. Education and Training in Developmental Disabilities, 38(2), 131-144.