TY - JOUR AU - Greenwood, Charles R. AB - REFERENCES 47, 642-644. Kane, R. A. The interprofessional team as a small Festinger, L. A theory of cognitive dissonance. New group. Social Work in Health Care, 1975, 1, 19­ York: Harper and Row, 1957. Gillespie, P. A planned change approach to the im­ Yoshida, R. K., Fenton, K. S., Maxwell, J. P., & Kauf­ plementation of the IEP provision of P.L. 94-142. man, M. J. Group decision making in the planning Washington DC: Department of Health, Education, team: Myth or reality? Journal of School Psychol­ and Welfare, Bureau of Education for the Handi­ ogy, 1978, 16, 237-244. capped, February, 1978. Gilliam, J. E. Contributions and status rankings of educational planning committee participants. Ex­ HOWARD M. KNOFF is Assistant Professor of School ceptional Children, 1979, 45, 466-468. Psychology, Department of Educational Psychology Gilliam, J. E., & Coleman, M. C. Who influences IEP and Statistics, State University of New York at Al­ committee decisions? Exceptional Children, 1981, bany. How Much "Opportunity to Respond" Does the Minority Disadvantaged Student Receive in School? SANDRA O. STANLEY CHARLES R. GREENWOOD specific daily lessons implemented by the Opportunity to respond in school is a concept developed at the Juniper Gardens Children's teacher provide the opportunity TI - How Much “Opportunity to Respond” Does the Minority Disadvantaged Student Receive in School? JF - Exceptional Children DO - 10.1177/001440298304900414 DA - 1983-01-01 UR - https://www.deepdyve.com/lp/sage/how-much-opportunity-to-respond-does-the-minority-disadvantaged-Cmua5Bh0aZ SP - 370 EP - 373 VL - 49 IS - 4 DP - DeepDyve ER -