Inclusive schools in action making differences ordinary - McLeskey, James (Association for Supervision and Curriculum Development, 2000)
Includes bibliographical references (pages 155-163) and index
Cover -- TOC36;Contents -- Acknowledgments -- Introduction -- CH36;146; Issues Related to School Change and Inclusion -- CH36;246; The Need for Leadership and Collaboration in Developing Inclusive Schools -- CH36;346; Schoolwide Issues in Creating Inclusive Schools -- CH36;446; Examining Beliefs44; Attitudes44; and Understandings as Inclusive Schools Are Developed -- CH36;546; Logistical Issues in Developing Inclusive Schools -- CH36;646; Addressing Students8217; Academic Needs in Inclusive Classrooms -- CH36;746; Addressing Students8217; Social Needs in Inclusive Classrooms -- CH36;846; Developing Inclusive Secondary Schools58; Examples from Practice -- CH36;946; A Systematic Approach for Developing44; Implementing44; and Monitoring Inclusive Schools -- CH36;1046; Lessons Learned -- Appendix58; Resources for Developing Inclusive Schools -- References -- IDX36;Index -- Last Page
The nuts and bolts of creating an inclusive school is here, in Inclusive Schools in Action: Making Differences Ordinary. The authors share their wisdom and practical advice after successfully integrating inclusion into 50 schools. Use their framework, developed from their experiences in the field, to better meet the academic and social needs of all your students. Authors James McLeskey and Nancy Waldron present a framework that enables teachers and administrators to collaborate as they discuss, experience, reflect, and apply information on school change and inclusion to their own schools. The change process is based on the authors' belief that inclusive schools cannot be developed from a prescribed model; instead the school must reflect its own beliefs, attitudes, culture, and skills. The result of this process is that schools that are more responsive to the individual needs of all students. The framework and collaborative reform that McLeskey and Waldron propose . Considers the attitudes and beliefs of school professionals . Clarifies the goals of a local inclusive program . Recognizes barriers to reorganizing special and general education instruction . Addresses the reasonable concerns of school personnel and parents Inclusive Schools in Action contains many examples and perspectives from classroom teachers, along with figures that present strategies, adaptations, and other practical information. By weaving together their experiences with the research, the authors provide educators with comprehensive information and tools for developing or improving inclusive schools