Leading for All is a practical guide that provides a clear pathway for educators to develop a more inclusive school community from start to finish. The authors share lessons learned from years building district schools where all students are served in their neighborhood school and in classrooms with their general education peers. Features include: Three focus areas to guide change: Creating Inclusive Cultures, Improving Instructional Practices, and Increasing Student Voice 7 Components of Inclusive and Equitable Learning Communities Supporting resources for promoting inclusion throughout the…mehr
Leading for All is a practical guide that provides a clear pathway for educators to develop a more inclusive school community from start to finish. The authors share lessons learned from years building district schools where all students are served in their neighborhood school and in classrooms with their general education peers. Features include: Three focus areas to guide change: Creating Inclusive Cultures, Improving Instructional Practices, and Increasing Student Voice 7 Components of Inclusive and Equitable Learning Communities Supporting resources for promoting inclusion throughout the school day, including co-curricular activities and transportation Stories of real students and teachers and the actions that impacted their success
Dr. Jennifer Spencer-Iiams is the Assistant Superintendent for Student Services in the West Linn-Wilsonville School District in Oregon. She has been a teacher and educational leader for 32 years. She led significant transformation in her district in the movement to a full inclusion model that honors student strengths and promotes belonging. Jennifer has served as an adjunct professor in the area of Special Education and in Emerging Bilingual Education. She has presented on models of inclusion at numerous conferences, served on statewide leadership groups focused on improvement in Special Education, and she collaborated to support national educational reform efforts for higher education and educator standards. Jennifer is a triple Duck, earning her bachelors, masters, and doctoral degrees from the University of Oregon. She is the child of educators and her mother was always active in improving her community. Jennifer is the youngest sister to five strong women. She lives in West Linn, Oregon with her husband, three grown children in the area, and her dog Gus.
Inhaltsangabe
Foreword by Paula Kluth Acknowledgments About the Authors Introduction Chapter 1 - Finding Our Why Why Inclusion? Academic Research Supports Inclusion Inclusion and the Whole-Child Movement Equity and Social Justice The Perspective of Families Moving from Why to Why Not? References Chapter 2 - What We Mean by Inclusive Education A Continuum of Inclusive Practices A Summary of Changes Over the Past Eight Years What Inclusion Looks Like References Chapter 3 - The Foundations of Inclusive Education Putting Our Goals on Paper Guiding Principles for Our Work Kortney's Story References Chapter 4 - Creating Inclusive Cultures True Friendships Providing Supports in the General Education Classroom Shared Ownership and Co-Teaching The Power of Language All Students Participate in Cocurricular Activities References Chapter 5 - Improving Instructional Practices Frameworks that Guide our Instructional Practices Learning Targets Engagement Strategies Access to Grade-Level Content Common and Consistent Data Analyzing Data to Inform Instruction Purpose of Evaluation References Chapter 6 - The Components of Inclusive and Equitable Learning Communities Effective Physical Spaces Teaching Common Expectations Rituals, Routines, and Recognition Engagement Strategies for All Students Teaching Social-Emotional Skills Restorative Practices Relationships with High Expectations References Chapter 7 - Increasing Student Voice Growth Mindset Revisited Student Voice and Behavior Augmentative and Alternative Communication Students as Leaders of Change Students and Their IEPs References Chapter 8 - Supporting Behavior in Inclusive Schools All-Some-Few Thinking Team "Student" The Intensive Capacity-Building Team Thinking Inclusively About Outside Placement References Chapter 9 - Leadership Moves to Make it Happen Communication and Relationships The Role of the Central Office Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices Structures for Professional Learning that Support Inclusive Practices Structures for Leadership and Stakeholder Input Partnerships with Other Districts and Outside Organizations Closing Thoughts about Leadership Moves References Chapter 10 - What's Next? Transportation Inclusive Early-Childhood Education Adult Transition Services and Inclusive College Opportunities Inclusive Teacher Education The Mental Health System Inclusive Practices in the Time of Distance Learning and COVID-19 Closing Thoughts References Index
Foreword by Paula Kluth Acknowledgments About the Authors Introduction Chapter 1 - Finding Our Why Why Inclusion? Academic Research Supports Inclusion Inclusion and the Whole-Child Movement Equity and Social Justice The Perspective of Families Moving from Why to Why Not? References Chapter 2 - What We Mean by Inclusive Education A Continuum of Inclusive Practices A Summary of Changes Over the Past Eight Years What Inclusion Looks Like References Chapter 3 - The Foundations of Inclusive Education Putting Our Goals on Paper Guiding Principles for Our Work Kortney's Story References Chapter 4 - Creating Inclusive Cultures True Friendships Providing Supports in the General Education Classroom Shared Ownership and Co-Teaching The Power of Language All Students Participate in Cocurricular Activities References Chapter 5 - Improving Instructional Practices Frameworks that Guide our Instructional Practices Learning Targets Engagement Strategies Access to Grade-Level Content Common and Consistent Data Analyzing Data to Inform Instruction Purpose of Evaluation References Chapter 6 - The Components of Inclusive and Equitable Learning Communities Effective Physical Spaces Teaching Common Expectations Rituals, Routines, and Recognition Engagement Strategies for All Students Teaching Social-Emotional Skills Restorative Practices Relationships with High Expectations References Chapter 7 - Increasing Student Voice Growth Mindset Revisited Student Voice and Behavior Augmentative and Alternative Communication Students as Leaders of Change Students and Their IEPs References Chapter 8 - Supporting Behavior in Inclusive Schools All-Some-Few Thinking Team "Student" The Intensive Capacity-Building Team Thinking Inclusively About Outside Placement References Chapter 9 - Leadership Moves to Make it Happen Communication and Relationships The Role of the Central Office Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices Structures for Professional Learning that Support Inclusive Practices Structures for Leadership and Stakeholder Input Partnerships with Other Districts and Outside Organizations Closing Thoughts about Leadership Moves References Chapter 10 - What's Next? Transportation Inclusive Early-Childhood Education Adult Transition Services and Inclusive College Opportunities Inclusive Teacher Education The Mental Health System Inclusive Practices in the Time of Distance Learning and COVID-19 Closing Thoughts References Index
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