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Effective Inclusive Schools: Designing SuccessfulSchoolwide Programs
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  • Wiley

More About This Title Effective Inclusive Schools: Designing SuccessfulSchoolwide Programs

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How to raise the achievement of all kids, from gifted to those with severe disabilities

This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction. This goes beyond complying with Special Education law; having a truly inclusive environment raises the achievement level for all students and results in more committed and satisfied teachers.

Insights shared from teachers, school leaders, parents, and the students themselves provide a path forward for anyone striving to Improve special education services. The authors reveal what these exemplary schools do that makes them so successful, and provide advice for readers who want to incorporate these practices themselves.

  • Hehir, former U.S. Office of Special Education (OSEP) Director, is a leading name in Special Education
  • Highlights the important relationships between administrators, teachers, and parents to foster maximum collaboration between general and special education
  • Includes information on committing to Universal Design for Learning (UDL) and Positive Behavior Supports

This vital resource zeroes in on what excellent public schools do differently to ensure all students succeed.

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English

Thomas Hehir, Ed.D., professor of Practice at Harvard's Graduate School of Education, is a leading scholar and advocate for children withdisabilities. He served as director of the U.S. Department of Education'sOffice of Special Education Programs under President Clinton from 1993–1999.

Lauren I. Katzman, Ed.D., is executive director of Special Education for the New York City Department of Education. Previously, she served as associate professor of Special Education at Boston University and as a special educator in New York, New Jersey, and Missouri.

  • English

English

About the Authors  vii

Preface: On Ableism  ix

Acknowledgments  xv

Introduction  xvii

PART ONETHE SCHOOLS AND THEIR LEADERS 1

Chapter 1 The Schools   3

Chapter 2 The Leaders   23

PART TWOWHAT THEY DO DIFFERENTLY   55

Chapter 3 Collaborative Problem-Solving Organizations   57

Chapter 4 Relationships, School Culture, and Accountability 77

Chapter 5 Universally Designed Schools   99

PART THREEHOW TO CREATE MORE INCLUSIVE SCHOOLS  125

Chapter 6 Making Schools More Inclusive: Lessons for Educators and Parents   127

PART FOURTHE BIG PICTURE OF SPECIAL EDUCATION 157

Chapter 7 How Education Policy Affects Our Schools   159

Chapter 8 Where Special Education Needs to Go   179

Afterword Transitioning to a Full Adult Life 201

Appendix A Questions for Discussion   205

Appendix B Information on the Research Study   209

Notes  225

Index  237

To Dr. William Henderson: Teacher, mentor, and friend

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