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Leading for All: How to Create Truly Inclusive and Excellent Schools [Pehme köide]

4.27/5 (34 hinnangut Goodreads-ist)
(International School of Tanganyika, Dar es Salaam, Tanzania), (West Linn-Wilsonville School District, OR)
  • Formaat: Paperback / softback, 224 pages, kõrgus x laius: 254x177 mm, kaal: 430 g
  • Ilmumisaeg: 23-Feb-2021
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071827928
  • ISBN-13: 9781071827925
Teised raamatud teemal:
Leading for All: How to Create Truly Inclusive and Excellent SchoolsSuurem pilt
  • Formaat: Paperback / softback, 224 pages, kõrgus x laius: 254x177 mm, kaal: 430 g
  • Ilmumisaeg: 23-Feb-2021
  • Kirjastus: Corwin Press Inc
  • ISBN-10: 1071827928
  • ISBN-13: 9781071827925
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781071827925.html
Märksõnad:
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.

Arvustused

"Jennifer Spencer-Iiams and Josh Flosis journey through inclusion is quite remarkable. They chart a path we should all embrace and share the context and tools to support us effectively. They present a great shared text for teacher teams considering shifts to more inclusive practices." -- Peter Dillon, Ed.D., Superintendent of Schools "In Leading for All, the authors so vividly paint the picture of what collective student efficacy looks like in practice." -- John Hattie, Laureate Professor "This is a clear guide for principals, central office leaders, parents, and special education advocacy groups to use while implementing changes that foster a more inclusive environment for special education students on campus and in the community." -- Dr. Anthony Mays, Senior Director of Schools Division with the Harris County Department of Education "Leading for All provides a clear framework that all educators should use to improve inclusive practices. The authors have a clear vision for transformational change that will create inclusive school communities which starts at the classroom level."  -- Ronald D. Wahlen, Director of Digital Teaching and Learning "Leading for All is a very readable book that integrates a wide-range of current knowledge as to how to create an inclusive learning environment for all students, not just special education students. The authors take us along on their journey, recognizing that this magnitude of change is not easy but is a moral imperative, and provide us with the information to undertake such change. -- Linda R. Vogel, Professor and Program Coordinator

Foreword viii
Paula Kluth
Acknowledgments x
About The Authors xiii
Introduction 1(3)
Chapter 1 Finding Our Why
4(14)
Why Inclusion?
6(1)
Academic Research Supports Inclusion
7(4)
Inclusion and the Whole-Child Movement
11(1)
Equity and Social Justice
12(1)
The Perspective of Families
13(2)
Moving From Why to Why Not?
15(1)
References
16(2)
Chapter 2 What We Mean By Inclusive Education
18(12)
A Continuum of Inclusive Practices
22(4)
A Summary of Changes Over the Past Eight Years
26(1)
What Inclusion Looks Like
27(2)
References
29(1)
Chapter 3 The Foundations Of Inclusive Education
30(16)
Putting Our Goals on Paper
30(1)
Guiding Principles for Our Work
31(11)
Kortney's Story
42(3)
References
45(1)
Chapter 4 Creating Inclusive Cultures
46(23)
True Friendships
51(1)
Providing Supports in the General Education Classroom
51(2)
Shared Ownership and Co-Teaching
53(3)
The Power of Language
56(4)
All Students Participate in Cocurricular Activities
60(8)
References
68(1)
Chapter 5 Improving Instructional Practices
69(17)
Frameworks That Guide Our Instructional Practices
70(1)
Learning Targets
71(3)
Engagement Strategies
74(5)
Access to Grade-Level Content
79(2)
Common and Consistent Data
81(1)
Analyzing Data to Inform Instruction
82(2)
Purpose of Evaluation
84(1)
References
85(1)
Chapter 6 The Components Of Inclusive And Equitable Learning Communities
86(34)
Effective Physical Spaces
87(7)
Teaching Common Expectations
94(5)
Rituals, Routines, and Recognition
99(5)
Engagement Strategies for All Students
104(1)
Teaching Social-Emotional Skills
105(5)
Restorative Practices
110(4)
Relationships With High Expectations
114(4)
References
118(2)
Chapter 7 Increasing Student Voice
120(16)
Growth Mindset Revisited
120(3)
Student Voice and Behavior
123(2)
Augmentative and Alternative Communication
125(4)
Students as Leaders of Change
129(2)
Students and Their IEPs
131(4)
References
135(1)
Chapter 8 Supporting Behavior In Inclusive Schools
136(12)
All-Some-Few Thinking
137(2)
Team "Student"
139(3)
The Intensive Capacity-Building Team
142(3)
Thinking Inclusively About Outside Placement
145(2)
References
147(1)
Chapter 9 Leadership Moves To Make It Happen
148(33)
Communication and Relationships
148(2)
The Role of the Central Office
150(6)
Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices
156(4)
Structures for Professional Learning That Support Inclusive Practices
160(7)
Structures for Leadership and Stakeholder Input
167(7)
Partnerships With Other Districts and Outside Organizations
174(5)
Closing Thoughts About Leadership Moves
179(1)
References
180(1)
Chapter 10 What's Next?
181(18)
Transportation
181(6)
Inclusive Early-Childhood Education
187(1)
Adult Transition Services and Inclusive College Opportunities
188(5)
Inclusive Teacher Education
193(1)
The Mental Health System
194(1)
Inclusive Practices in the Time of Distance Learning and COVID-19
194(3)
Closing Thoughts
197(1)
References
198(1)
Index 199
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. Josh Flosi has been an educator for 25 years in public, private, and international schools. He currently leads Student Support Services at the International School of Tanganyika, an inclusive school in Dar es Salaam, Tanzania. Before that, he spent 10 years as a building administrator and then Assistant Director of Student Services in the West Linn-Wilsonville School District near Portland, Oregon, where he helped lead the transformation to a profoundly inclusive model of education. He spent 14 years as a high school English and Social Studies teacher. He has also been an adjunct professor in a teacher preparation program and a regular presenter at conferences. 

Josh is committed to promoting inclusive and excellent schools, believing that we all have the capacity to learn and the right to belong and contribute to a community. He earned his Bachelors and Masters degrees from Stanford University and his Doctorate in Educational Leadership from the University of Oregon. He enjoys traveling with his family, reading, coaching soccer, and crafting homemade ice cream.