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DeMatthews, David; Billingsley, Bonnie; McLeskey, James; Sharma, Umesh – Journal of Educational Administration, 2020
Purpose: Creating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive…
Descriptors: Principals, Leadership Responsibility, Students with Disabilities, Inclusion
Williamson, Pamela; McLeskey, James – Teacher Educator, 2011
This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new…
Descriptors: General Education, Problem Solving, Teaching Methods, Teamwork
McLeskey, James; Waldron, Nancy L. – Online Submission, 2011
Issues related to full-time inclusive programs have been particularly controversial for elementary students with learning disabilities. The nature of this controversy has changed substantially over the last decade, given the emphasis on high stakes accountability for all students in the No Child Left Behind (NCLB) Act and IDEA 2004. In spite of…
Descriptors: Student Needs, Inclusion, Federal Legislation, Learning Disabilities
McLeskey, James; Billingsley, Bonnie; Waldron, Nancy L. – Advances in Special Education, 2016
Research in general education has demonstrated that school principals have a substantial impact on the effectiveness of schools and related student achievement. This is not a direct impact, but rather relates to how principals indirectly impact student learning by improving the learning environment of a school and the practice of teachers. More…
Descriptors: Principals, Leadership Qualities, Administrator Effectiveness, Inclusion
Haydon, Todd; Mancil, G. Richmond; Kroeger, Stephen D.; McLeskey, James; Lin, Wan-Yu Jenny – Preventing School Failure, 2011
The No Child Left Behind Act (2001) requires that all students, including those with disabilities, to make adequate yearly progress in the general education curriculum. To ensure that this occurs, effective practices are needed that fit the classroom needs of teachers and result in improved academic gains. One practice that shows promise as an…
Descriptors: Notetaking, Federal Legislation, Educational Improvement, Federal Programs
McLeskey, James; Waldron, Nancy L. – Learning Disabilities Research & Practice, 2011
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate…
Descriptors: Federal Legislation, Educational Objectives, Learning Disabilities, Educational Improvement
Peer reviewed
McLeskey, James; Henry, Daniel; Hodges, Dodi – TEACHING Exceptional Children, 1998
Using data from the Department of Education's 1997 Annual Report to Congress, this article examines changes that have occurred in the number of U.S. students who are identified with disabilities since inclusion began in earnest in the late 1980s, as well as the movement toward educating these students in more inclusive settings. (CR)
Descriptors: Disabilities, Disability Identification, Educational Innovation, Elementary Secondary Education
McLeskey, James; Landers, Eric – Remedial and Special Education, 2006
This exploratory investigation sought to identify classic articles from the general special education literature that were published between 1960 and 1989. Initially, widely cited articles that were published during this time in "Exceptional Children, Remedial and Special Education," and "The Journal of Special Education" were identified. Faculty…
Descriptors: Journal Articles, Specialization, Mainstreaming, Severe Disabilities
Peer reviewed
McLeskey, James; Waldron, Nancy L.; So, Tak-shing H.; Swanson, Kristin; Loveland, Tracy – Teacher Education and Special Education, 2001
A study compared perspectives of 78 teachers in inclusive schools and 84 teachers in non-inclusive schools. The inclusion teachers had significantly more positive perspectives regarding inclusion. The groups differed regarding how well prepared their school was for inclusion, concern with teachers' roles, and concern with the effect of inclusion.…
Descriptors: Attitudes toward Disabilities, Disabilities, Educational Environment, Elementary Education
Peer reviewed
McLeskey, James; Henry, Daniel; Hodges, Dodi – TEACHING Exceptional Children, 1999
Examines federal data on trends in inclusion of students with disabilities. Text and tables show placement settings for students with disabilities, changes in placement settings across categories from 1988-89 to 1994-95, trends across categories, and the overall trend toward increased inclusion of students in all disability categories. (DB)
Descriptors: Data Analysis, Disabilities, Educational Trends, Elementary Secondary Education
Peer reviewed
Cole, Cassandra McCrory; McLeskey, James – Focus on Exceptional Children, 1997
Discusses barriers to the development of inclusive school programs for secondary students with mild disabilities, and the implementation of an inclusive program in a 9th-grade general math class and an 11th-grade English class. Describes the development of partnerships between general and special education teachers. (CR)
Descriptors: Change Strategies, Inclusive Schools, Mild Disabilities, Program Development
Peer reviewed
McLeskey, James; Henry, Daniel – TEACHING Exceptional Children, 1999
Examines nationally collected data on the placement rates of students with disabilities across the 50 states and the District of Columbia. Results indicate that some states have made significant progress toward serving students with disabilities in less restrictive settings, whereas others have made very little progress. (CR)
Descriptors: Data Analysis, Disabilities, Educational Innovation, Elementary Secondary Education
Inclusion and School Change: Teacher Perceptions Regarding Curricular and Instructional Adaptations.
Peer reviewed
McLeskey, James; Waldron, Nancy L. – Teacher Education and Special Education, 2002
Qualitative methods were used to examine teacher perceptions regarding curriculum and instructional changes made as inclusive programs for students with mild disabilities were developed and implemented in six elementary schools. Teachers reported fundamental changes had occurred related to curricular requirements, instructional methods, methods of…
Descriptors: Curriculum Development, Educational Change, Elementary Education, Elementary School Teachers
Block Scheduling and Inclusion in a High School: Teacher Perceptions of the Benefits and Challenges.
Peer reviewed
Weller, Donald R.; McLeskey, James – Remedial and Special Education, 2000
A study involving seven special and seven regular educators examined the impact of the implementation of a block schedule on a successful inclusive high school program. Results indicated inclusion and block scheduling were complementary and mutually supportive aspects of school reform in this high school. (Contains references.) (Author/CR)
Descriptors: Block Scheduling, Disabilities, Educational Change, Educational Innovation
Peer reviewed
McLeskey, James; Henry, Daniel; Axelrod, Michael I. – Exceptional Children, 1999
A study examined data from annual reports to Congress regarding placement practices for students with learning disabilities over the past six years. Results found that students with learning disabilities are being educated in increasingly less restrictive settings, although placement practices differ considerably from state to state. (Author/CR)
Descriptors: Elementary Secondary Education, Incidence, Inclusive Schools, Learning Disabilities
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