Handbook of Effective Inclusive Elementary Schools
Research and Practice
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Now in its Second Edition, this seminal handbook offers a comprehensive exploration of how students with disabilities might be provided classrooms and schools that are both inclusive and effective. With an enhanced focus on the elementary level, this new edition provides readers with a richer, more holistic understanding of how inclusive settings operate in K-5, featuring expanded chapters on principal engagement, teacher preparation, district-level support, school-based improvement practices, and more. Fully revised and updated to reflect changes in the field, each chapter synthesizes the research, explores if and how this knowledge is currently used in schools, and addresses the implications for practice and directions for future research.
Table of Contents
Part 1: Developing And Supporting Effective Inclusive Elementary Schools 1. Time to Support Inclusion and Inclusive Schools 2. Principal Actions in Effective Inclusive Schools: A Review of Elementary Case Studies 3. The Roles of Teachers in Effective Inclusive Elementary Schools 4. The Role of Teacher Education in Effective Inclusive Elementary Schools 5. The Role of Professional Development in Effective Inclusive Elementary Schools Part 2: Effective District, School, and Classroom Frameworks and Interventions 6. Supporting Inclusive Practices with Multi-Tiered System of Supports 7. Supporting Inclusive Practices with Positive Behavioral Interventions and Supports 8. The Form and Function of Data Teams in Inclusive Schools 9. The Role of High Leverage Practices in Effective Inclusive Elementary Schools 10. Effective Literacy Instruction in Inclusive Schools 11. Creating Opportunities for Struggling Mathematics Learners in Inclusive Schools 12. Writing in Inclusive Elementary Schools: To Be a Writer Or Not To Be a Writer Part 3: Effective Frameworks And Interventions For Students With Severe Disabilities 13. Access to the General Education Curriculum 14. Planning for Effective Inclusive Instruction in Core Content 15. Alternate Assessments and Monitoring Student Progress in Inclusive Classrooms 16. Supporting Inclusion Through Peer Support 17. Collaborative Teaming for Effective Inclusive Education for Students with Severe Disabilities 18. Intensive Behavioral Support 19. The Potential for Developing and Supporting Self-Determination in Early Childhood and Elementary Classrooms Part 4: Systematically Developing Effective Inclusive Schools Now And In The Future 20. Support for District Change and Improvement 21. Support for School Change and Improvement 22. Supporting Learners from Culturally and Linguistically Diverse Backgrounds 23. Using Technology to Support Effective Inclusive Elementary Schools 24. Supporting Inclusion And Inclusive Schools
James McLeskey is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida and a project faculty member and state lead for the CEEDAR Center. His research interests include effective methods for achieving school change/improvement; the role of the principal in developing effective, inclusive schools; and issues that influence teacher learning and the translation of effective instructional methods into practice.
Fred Spooner is Professor in the Department of Special Education and Child Development at the University of North Carolina at Charlotte, USA. He is known for his writing in the area of severe disabilities, specifically in teaching academic content to this population. He has published over 125 professional publications on teaching individuals with severe disabilities. Recent research has appeared in Research and Practice for Persons with Severe Disabilities, Remedial and Special Education, Journal of Autism and Developmental Disorders, and Exceptional Children.
Bob Algozzine is Professor Emeritus at the University of North Carolina at Charlotte, where he served as Director of the Behavior and Reading Improvement Center, Coordinator of the Research Program in the Department of Educational Leadership, and Research Mentor for the faculty in the Cato College of Education. He was a special education teacher and college professor for more than 40 years. His continuing research interests include assessment and evaluation, data-based decision making, and effective academic and behavior instruction for all students.
Nancy L. Waldron is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA. Her research and professional interests include school improvement to enhance inclusive education, school consultation and teacher learning, and school psychology training and credentialing.