Handbook of Effective Inclusive Schools : Research and Practice book cover
1st Edition

Handbook of Effective Inclusive Schools
Research and Practice

ISBN 9780415626064
Published May 14, 2014 by Routledge
564 Pages

FREE Standard Shipping
USD $170.00

Prices & shipping based on shipping country


Book Description

Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.

Table of Contents

I. Organizational and Systemic Perspectives on Effective Inclusive Schools

Brief Introduction/Overview--Nancy L. Waldron & Bob Algozzine (Section Editors)

  1. What are effective inclusive schools and why are they important?
  2. McLeskey, Waldron, Spooner, & Algozzine, B.

  3. What are qualities of effective inclusive schools?
  4. Hoppey and McLeskey

  5. How do schools become effective and inclusive?
  6. Causton and George Theoharis

  7. How does professional development improve teacher practice in inclusive schools?
  8. M. Leko & Roberts

  9. How can teacher education improve effective inclusive schools?
  10. Sindelar, Adams, & C. Leko

  11. What are roles of principals in inclusive schools?
  12. Billingsley & McLeskey

  13. What are roles of general and special educators in inclusive schools?
  14. McCray, Butler, & Bettini

  15. What are the roles of paraprofessionals in inclusive schools?
  16. McDonnell & Jameson

  17. What are the roles of related service personnel in inclusive schools?
  18. Joyce & Welsh

  19. What are high quality instruction and support in high need and culturally diverse schools?
  20. Kozleski, Artiles, & Skrtic

  21. What is high quality instruction for English Language Learners in inclusive schools?
  22. Correa & Miller

  23. How are data systems used in inclusive schools?
  24. Waldron, Coleman, & McLeskey

  25. How is technology used to support instruction in inclusive schools?
  26. Edyburn & Howery

    II. Effective Inclusive Schools for Students with High Incidence Disabilities

    Brief Introduction/Overview--Bob Algozzine & James McLeskey (Section Editors)

  27. Multi-tiered system of supports for inclusive schools
  28. Batsche

  29. Multi-tiered system of supports for effective inclusion in elementary schools
  30. Cusumano, Algozzine, K., & Algozzine, B.

  31. Multi-tiered system of supports for effective inclusion in secondary schools
  32. Johnson & Mellard

  33. Effective literacy instruction in inclusive schools
  34. Harn, Fritz, & Berg

  35. Effective writing instruction in inclusive schools
  36. Mason & Benedek-Wood

  37. Effective mathematics instruction in inclusive schools
  38. Griffin, Jossi, & van Garderen

  39. Supporting team problem solving in inclusive schools
  40. Newton, Todd, Algozzine, B., Algozzine, K., Horner, & Cusumano

  41. Effective inclusive schools and the co-teaching conundrum
  42. Murawski & Goodwin

  43. Delivering high quality school-wide positive behavior support in inclusive schools
  44. Sugai, Simonsen, Bradshaw, Horner & Lewis

  45. High school inclusion for the 21st century

Ehren & Little


III. Effective Inclusive Schools for Students with Severe Disabilities

Brief Introduction/Overview Fred Spooner & Nancy L. Waldron (Section Editors)

24. Using principles of high quality instruction in the general education classroom to provide access to the general education curriculum

Browder, Hudson, & Wood

25. Providing effective instruction in core content areas (literacy, mathematics, science, and social studies) in inclusive schools

Courtade, Jimenez, & Delano

26. Delivering alternate assessment and student progress monitoring in inclusive schools Wakeman, Flowers, & Browder

27. Peer support interventions to support inclusive schools

Carter, Asmus, & Moss

28. Collaboration and teaming in effective inclusive schools

Ryndak, Lehr, Ward, & DeBevoise

29. Supporting students with behavioral challenges in inclusive schools

Anderson & Rodriguez

30. Self-determination and inclusive schools


31. Supporting life skills and transition instruction in inclusive schools

Test, Cease-Cook, Bartholomew, & Scroggins

IV. Supporting Effective Inclusive Schools: Emerging Trends and Future Directions

Brief Introduction/Overview--James McLeskey & Fred Spooner (Section Editors)

32. What technology trends could significantly alter the future of special education?


33. What are emerging trends and future directions in effective inclusive schools for students with high incidence disabilities?

Obiakor, Utley, Banks, & Algozzine, B.

34. What are emerging trends and future directions in effective inclusive elementary schools for students with extensive support needs?

Mitchiner, McCart, Kozleski, Sweeney, & Sailor

35. What are emerging trends and future directions in inclusive secondary schools?

Wehman, Schall, Carr, Targett, & West

36. International perspectives: What can be known about effective inclusive schools?

Florian & Rouse

37. What are emerging trends and perspectives on inclusive schools in Italy?

Nota, Soresi, & Ferrari

View More



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

Nancy Waldron is a Professor in the School of Special Education, School Psychology, and Early Childhood Studies at the University of Florida. Nancy is a Professor-in-Residence at P.K. Yonge Developmental Research School, a Fellow of the American Psychological Association (APA)-Division of School Psychology, and has held various accreditation and credentialing leadership positions in the National Association of School Psychologists (NASP).

Fred Spooner is a Professor in the Department of Special Education, and Child Development. He is known for this writing in the area of severe disabilities, specifically in teaching academic content to this population.

Bob Algozzine is a Professor in the Department of Educational Leadership at the University of North Carolina at Charlotte. He has been a special education teacher and college professor for more than 40 years.