Leading for All
Purchase
Description
Develop inclusive and equitable school communities where all learners thrive
Research has shown that inclusive education results in better academic outcomes for ALL students, not just those identified with disabilities, by promoting self-efficacy, improving social and emotional health, and consistently implementing research-based instructional strategies. Still, many schools rely on deeply ingrained, segregated practices that fail to serve all students.
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. Authors Jennifer Spencer-Iiams and Josh Flosi share lessons learned from spending nearly a decade 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
Educators and school leaders want to create inclusive and excellent educational experiences for all students, but they do not always know how to proceed. Leading for All provides a model, stories, strategies, and clear evidence that it can be done effectively.
Contents
Foreword by Paula Kluth
Foreword by Paula Kluth
Acknowledgments
Acknowledgments
About the Authors
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
Index
Additional materials
Description
Develop inclusive and equitable school communities where all learners thrive
Research has shown that inclusive education results in better academic outcomes for ALL students, not just those identified with disabilities, by promoting self-efficacy, improving social and emotional health, and consistently implementing research-based instructional strategies. Still, many schools rely on deeply ingrained, segregated practices that fail to serve all students.
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. Authors Jennifer Spencer-Iiams and Josh Flosi share lessons learned from spending nearly a decade 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
Educators and school leaders want to create inclusive and excellent educational experiences for all students, but they do not always know how to proceed. Leading for All provides a model, stories, strategies, and clear evidence that it can be done effectively.
Contents
Foreword by Paula Kluth
Foreword by Paula Kluth
Acknowledgments
Acknowledgments
About the Authors
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
Index
Additional materials
Reviews
Leading for All
How to Create Truly Inclusive and Excellent Schools
October 2020 | 224 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781071827925 | $40.95 |
| Lifetime | 01/01/2025 | 9781071827895 | $37.00 |
Develop inclusive and equitable school communities where all learners thrive
Research has shown that inclusive education results in better academic outcomes for ALL students, not just those identified with disabilities, by promoting self-efficacy, improving social and emotional health, and consistently implementing research-based instructional strategies. Still, many schools rely on deeply ingrained, segregated practices that fail to serve all students.
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. Authors Jennifer Spencer-Iiams and Josh Flosi share lessons learned from spending nearly a decade 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
Educators and school leaders want to create inclusive and excellent educational experiences for all students, but they do not always know how to proceed. Leading for All provides a model, stories, strategies, and clear evidence that it can be done effectively.
Table Of Contents:
- 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