ERIC Number: ED529271
Record Type: Non-Journal
Publication Date: 2012-Feb
Abstractor: As Provided
Reference Count: 0
Effective Inclusive Schools: Designing Successful Schoolwide Programs
Hehir, Thomas; Katzman, Lauren I.
Jossey-Bass, An Imprint of Wiley
This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction. This goes beyond complying with Special Education law; having a truly inclusive environment raises the achievement level for "all" students and results in more committed and satisfied teachers. Insights shared from teachers, school leaders, parents, and the students themselves provide a path forward for anyone striving to Improve special education services. The authors reveal what these exemplary schools do that makes them so successful, and provide advice for readers who want to incorporate these practices themselves. This book highlights the important relationships between administrators, teachers, and parents to foster maximum collaboration between general and special education and includes information on committing to Universal Design for Learning (UDL) and Positive Behavior Supports.
Descriptors: Learning Theories, General Education, Disabilities, Access to Education, Special Education, Inclusion, Program Design, Case Studies, Special Needs Students, Regular and Special Education Relationship, School Effectiveness, Leaders, Accountability, School Culture, Educational Policy, Transitional Programs, Public Schools
Jossey-Bass, An Imprint of Wiley. 10475 Crosspoint Boulevard, Indianapolis, IN 46256. Tel: 877-762-2974; Fax: 800-597-3299; e-mail: firstname.lastname@example.org; Web site: http://www.josseybass.com
Publication Type: Books; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A