2nd Edition

Handbook of Effective Inclusive Elementary Schools
Research and Practice




  • Available for pre-order. Item will ship after October 27, 2021
ISBN 9780367486778
October 27, 2021 Forthcoming by Routledge
584 Pages 30 B/W Illustrations

USD $130.00

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Book Description

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

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Editor(s)

Biography

James McLeskey is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA. He has extensive experience in teacher education and professional development activities related to providing high quality, inclusive services for students with disabilities.

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.

Bob Algozzine is Professor Emeritus at the University of North Carolina at Charlotte, USA.

Nancy Waldron is Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida, USA. Her scholarship and professional service have focused on school psychology accreditation and credentialing, consultation-based psychological services, and enhancing inclusive supports for students with disabilities.