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)
- What are effective inclusive schools and why are they important?
- What are qualities of effective inclusive schools?
- How do schools become effective and inclusive?
- How does professional development improve teacher practice in inclusive schools?
- How can teacher education improve effective inclusive schools?
- What are roles of principals in inclusive schools?
- What are roles of general and special educators in inclusive schools?
- What are the roles of paraprofessionals in inclusive schools?
- What are the roles of related service personnel in inclusive schools?
- What are high quality instruction and support in high need and culturally diverse schools?
- What is high quality instruction for English Language Learners in inclusive schools?
- How are data systems used in inclusive schools?
- How is technology used to support instruction in inclusive schools?
- Multi-tiered system of supports for inclusive schools
- Multi-tiered system of supports for effective inclusion in elementary schools
- Multi-tiered system of supports for effective inclusion in secondary schools
- Effective literacy instruction in inclusive schools
- Effective writing instruction in inclusive schools
- Effective mathematics instruction in inclusive schools
- Supporting team problem solving in inclusive schools
- Effective inclusive schools and the co-teaching conundrum
- Delivering high quality school-wide positive behavior support in inclusive schools
- High school inclusion for the 21st century
McLeskey, Waldron, Spooner, & Algozzine, B.
Hoppey and McLeskey
Causton and George Theoharis
M. Leko & Roberts
Sindelar, Adams, & C. Leko
Billingsley & McLeskey
McCray, Butler, & Bettini
McDonnell & Jameson
Joyce & Welsh
Kozleski, Artiles, & Skrtic
Correa & Miller
Waldron, Coleman, & McLeskey
Edyburn & Howery
II. Effective Inclusive Schools for Students with High Incidence Disabilities
Brief Introduction/Overview--Bob Algozzine & James McLeskey (Section Editors)
Cusumano, Algozzine, K., & Algozzine, B.
Johnson & Mellard
Harn, Fritz, & Berg
Mason & Benedek-Wood
Griffin, Jossi, & van Garderen
Newton, Todd, Algozzine, B., Algozzine, K., Horner, & Cusumano
Murawski & Goodwin
Sugai, Simonsen, Bradshaw, Horner & Lewis
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
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.