Dr. Griffiths' Principals of Inclusion is both a practical, realistic blueprint and an inspiring call to action for accelerating schools/school systems in their search to optimize all students' potential (inclusion). In an information age and an increasingly interconnected Global Village, no student's potential can afford to be wasted, especially by exclusionary educational practices/traditions (either conscious or unconscious). Dr. Griffiths writes clearly, using universal metaphors/tactics applicable to all educational situations.
This book supports the professional learning of school principals, and those who aspire to be such, in development of their skills and knowledge around fostering inclusive schools for students with special education needs. The book includes 27 case stories that are based on research with school principals. Each case includes expert commentaries and resources to support principals and emerging leaders as they consider how to effectively support students with special education needs in inclusive schools. Its premise is based on the recognition that there are increasing numbers of students with disabilities and special education needs in neighbourhood schools. Principals need to develop new competencies to navigate the challenges, and benefits, of including students with special education needs into inclusive classroom settings. The book provides opportunities to build leadership competencies by considering a diversity of cases related to inclusive leadership. The cases in the book are divided among nine sections addressing the following areas: transitions, early years, elementary school cases, secondary school cases, community supports, school board/district supports, school teams, complex cases, and cases specific to new teachers. Seven cross-cutting themes are addressed in these cases including: communication, parents/caregivers, agency/efficacy, collaboration, relationships/trust, legal, and advocacy.
Inclusion means more than just preparing students to pass standardized tests and increasing academic levels. In inclusive classrooms, students with special educational needs are treated as integral members of the general education environment. Gain strategies to offer the academic, social, emotional, and behavioral benefits that allow all students to achieve their highest potential.
This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
An essential handbook for educating students in the 21st century, since its initial publication A Principal's Guide to Special Education has provided guidance to school administrators seeking to meet the needs of students with disabilities. The third edition of this invaluable reference, updated in collaboration with and endorsed by the National Association of Elementary School Principals and the National Association of Secondary School Principals and incorporating the perspectives of both teachers and principals, addresses such current issues as teacher accountability and evaluation, instructional leadership, collaborative teaching and learning communities, discipline procedures for students with disabilities, and responding to students' special education needs within a standards-based environment.
To create truly inclusive school and classroom environments, educators must be prepared to include all students--including students with intellectual disabilities, who are not always given the opportunity to be full participants in the classroom. This book provides an overview of the history of inclusion, the philosophy underlying inclusion, and the role that curriculum accommodations and modifications play in making inclusion possible. The author discusses four ways to modify curriculum for students working well below grade level: altering content, conceptual difficulty, educational goals, or instructional methods. She then provides 40 curriculum modification strategies, based on Robert Marzano's New Taxonomy of Educational Objectives, with directions for implementation and samples of student work.
Inclusion is increasingly becoming one of the policy drivers shaping educational discourse and practice. What constitutes the term “inclusion” itself and how ideas derived from the different perspectives on inclusion impact school leadership practice point to a highly contested field of enquiry. Originally embedded in discourse relating to special education, ideas relating to inclusion are attracting much broader appeal within system reforms in many jurisdictions. This book seeks to keep the consideration of inclusion firmly in its broader context and to decouple it from the discourse relating to students with special educational/additional needs. This allows the authors to position their contributions more explicitly within discourses that draw on difference and diversity as unavoidable features of schools. Within this collection we address the current political dogmas in many countries that take a purely rational, managerial approach to leadership, arguing that this is not contributing to inclusion in schools. In doing this, the book seeks to shape current discourses on leadership by exploring perspectives which are likely to enhance our understanding of inclusion. Tolerance, respect, listening, clarifying language, being comfortable with differences and ambiguity and articulating and challenging the rationale behind “the way we do things around here” are key aspects of inclusive leadership, and also fundamental imperatives for writing this book. It will be useful to those in education who are engaged in further academic study in education or in reflective practice and to anyone taking advanced programmes in educational leadership and management. The international perspectives on the issue of inclusion informing this book ensure that this book will be essential for those engaged in a comparative analysis of leadership practice in different contexts or those concerned with the complexity of ensuring inclusive models of education.
This book provides a clearly written, wide-ranging overview of current key issues and challenges arising from the implementation of more inclusive policies and provision in education in this country and internationally. The author sets policies for inclusive schools in the broader contexts of current policies which aim to reduce poverty and social exclusion, and the wider global background of the United Nations drive to promote 'Education for All'. The book draws a distinction between integration and inclusion and provides a critical analysis of the government's Program of Action and the revised National Curriculum and their implications for schools, pupils and families.
