Description
Book SynopsisDevelop inclusive and equitable school communities where all learners thrive
Research has shown that inclusive education results in better academic outcomes for ALL students, not just those identified with disabilities, by promoting self-efficacy, improving social and emotional health, and consistently implementing research-based instructional strategies. Still, many schools rely on deeply ingrained, segregated practices that fail to serve all students.
Leading for Allis a practical guide that provides a clear pathway for educators to develop a more inclusive school community from start to finish. Authors Jennifer Spencer-Iiams and Josh Flosi share lessons learned from spending nearly a decade building district schools where all students are served in their neighborhood school and in classrooms with their general education peers.
Features include:
- Three focus areas to guide change:Creating Inclusive Cultures, I
Trade Review
"Jennifer Spencer-Iiams and Josh Flosi′s journey through inclusion is quite remarkable. They chart a path we should all embrace and share the context and tools to support us effectively. They present a great shared text for teacher teams considering shifts to more inclusive practices."
-- Peter Dillon, Ed.D., Superintendent of Schools
"In Leading for All, the authors so vividly paint the picture of what collective student efficacy looks like in practice."
-- John Hattie, Laureate Professor
"This is a clear guide for principals, central office leaders, parents, and special education advocacy groups to use while implementing changes that foster a more inclusive environment for special education students on campus and in the community."
-- Dr. Anthony Mays, Senior Director of Schools Division with the Harris County Department of Education
"Leading for All provides a clear framework that all educators should use to improve inclusive practices. The authors have a clear vision for transformational change that will create inclusive school communities which starts at the classroom level."
-- Ronald D. Wahlen, Director of Digital Teaching and Learning
"Leading for All is a very readable book that integrates a wide-range of current knowledge as to how to create an inclusive learning environment for all students, not just special education students. The authors take us along on their journey, recognizing that this magnitude of change is not easy but is a moral imperative, and provide us with the information to undertake such change.
-- Linda R. Vogel, Professor and Program Coordinator
Table of Contents
Foreword by Paula Kluth Acknowledgments About the Authors Introduction Chapter 1 - Finding Our Why Why Inclusion? Academic Research Supports Inclusion Inclusion and the Whole-Child Movement Equity and Social Justice The Perspective of Families Moving from Why to Why Not? References Chapter 2 - What We Mean by Inclusive Education A Continuum of Inclusive Practices A Summary of Changes Over the Past Eight Years What Inclusion Looks Like References Chapter 3 - The Foundations of Inclusive Education Putting Our Goals on Paper Guiding Principles for Our Work Kortney’s Story References Chapter 4 - Creating Inclusive Cultures True Friendships Providing Supports in the General Education Classroom Shared Ownership and Co-Teaching The Power of Language All Students Participate in Cocurricular Activities References Chapter 5 - Improving Instructional Practices Frameworks that Guide our Instructional Practices Learning Targets Engagement Strategies Access to Grade-Level Content Common and Consistent Data Analyzing Data to Inform Instruction Purpose of Evaluation References Chapter 6 - The Components of Inclusive and Equitable Learning Communities Effective Physical Spaces Teaching Common Expectations Rituals, Routines, and Recognition Engagement Strategies for All Students Teaching Social-Emotional Skills Restorative Practices Relationships with High Expectations References Chapter 7 - Increasing Student Voice Growth Mindset Revisited Student Voice and Behavior Augmentative and Alternative Communication Students as Leaders of Change Students and Their IEPs References Chapter 8 - Supporting Behavior in Inclusive Schools All-Some-Few Thinking Team “Student” The Intensive Capacity-Building Team Thinking Inclusively About Outside Placement References Chapter 9 - Leadership Moves to Make it Happen Communication and Relationships The Role of the Central Office Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices Structures for Professional Learning that Support Inclusive Practices Structures for Leadership and Stakeholder Input Partnerships with Other Districts and Outside Organizations Closing Thoughts about Leadership Moves References Chapter 10 - What’s Next? Transportation Inclusive Early-Childhood Education Adult Transition Services and Inclusive College Opportunities Inclusive Teacher Education The Mental Health System Inclusive Practices in the Time of Distance Learning and COVID-19 Closing Thoughts References Index
