Inclusive Education

A Systematic Perspective

Edited by:
Aimee Howley, WordFarmers Associates
Cassondra M. Faiella, The University of Cincinnati
Stephen D. Kroeger, The University of Cincinnati
Barbara Hansen, Muskingum University

Published 2020

This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

CONTENTS
Foreword—Inclusive Practice: Challenging Exclusion in Educational Norms, Roderick Lucero. Preface. SECTION I: INCLUSIVE PRACTICE: MEANINGS AND SIGNIFICANCE. Inclusive Practice: Pushing Against Persistent Structures and Comfortable Routines, Deborah M. Telfer and Aimee Howley. Inclusive Practices in Schools, Celia Oyler. What Inclusive Practice Means for Students from Marginalized Groups: Interview With Sue Zake, Sara A. Brannan and K. Ann Kaufman. SECTION II: INCLUSIVE CLASSROOMS AND SCHOOLS. Assessing the Included Classroom: The Included Classroom Characteristics Check Sheet, Catherine Lawless Frank and Victoria Zascavage. Helping Preservice Teachers Come to Terms with Unintended Biases, Anne M. Bauer and Stephen D. Kroeger. SECTION III: INCLUSIVE ASSESSMENT PRACTICES. The Role of State Assessment in District-Wide Reform: Improving Results for All Students, Deborah M. Telfer, Aimee Howley, and Martha Thurlow. Inclusive Assessment Practices: Using Formative Instructional Practices to Support the Needs of All Students, Kristall J. Graham-Day, Carolyn Shemwell Kaplan, Cheryl Irish, and Francis J. Troyan. SECTION IV: INCLUSIVE SCHOOL LEADERSHIP. The Core Work of Educational Leadership: Using Formative Instructional Practices to Support the Needs of All Students, Mary Heather Munger and Elena Andrei. Building Capacity for All Learners at All Levels Through Inclusive Educational Practices, Chad Wyen and Krista Wagner. Inclusive Educational Leadership: Meeting the Needs of a Diverse Society, Moses B. Rumano and Roger N. Morris. SECTION V: PREPARING TEACHERS FOR INCLUSIVE CLASSROOMS. Restructuring Teacher Education Programs for Inclusive Instructional Practice: A Study of Change Processes and Outcomes, Stephen D. Kroeger, Aimee Howley, Barbara Hansen, and Cassondra M. Faiella. An Integrative Teacher Preparation Model to Prepare All Teacher Candidates for Diverse Inclusive Education, Bridgie A. Ford, Shernavaz Vakil, and Lynn S. Kline. Developing Integrated Inclusive Content and Pedagogy for a Dual License Middle Childhood Education Program, Christopher L. Atchison, Susan A. Gregson, Emilie M. Camp, Stephen D. Kroeger, and Holly Johnson. Preparing Middle School Educators to Work with All Students, Catherine Lawless Frank, Joni Baldwin, Connie Bowman, and Laura Kuebel. Preparing Early Childhood Educators for Inclusive Practice, Mary Murray and Tammy Elchert. Developing an Online Dual-Licensure Graduate Program to Enhance Inclusive Knowledge, Skills, and Dispositions of Early Childhood Educators, Jennifer R. Ottley, Sara L. Hartman, Clarissa Bunch Wade, Sara R. Helfrich, and Christan Grygas Coogle. Conscientious Consolidation: Developing and Implementing a Dual-Licensure Program with Montessori Credentialing, Kathleen G. Winterman, Victoria Zascavage, and Julie Kugler-Ackley. Inclusivity in the Development of a Dual-Licensure Program: A Report by Program Developers, Beverly A. Sande, Charles W. Kemp, Paul M. Madden, Ray Blevins, and Traci McKee. SECTION VI: PREPARING PK–12 ADMINISTRATORS FOR INCLUSIVE SCHOOLS AND DISTRICTS. Inclusive School Leadership: Preparing Principals, Pamela M. VanHorn. Supporting and Promoting Inclusive Teaching Practices: An Administrator’s Guide to Developing Tools, Dianne M. Gut and Pamela C. Beam. A Case Study on K–12 Inclusive Pedagogy, Joseph A. Hall and Jane E. Bogan. Enhancing Learner Access Through Invitational Inclusive Education: A Merger to Transform Perspectives and Practice, Barbara Hansen, Linda E. Morrow, and John Rocchi. Reforming a Principal Preparation Program: Reconciling Equity-Oriented Leadership and the Accountability Era, Amy N. Farley. SECTION VII: STATE SUPPORT FOR INCLUSIVE PRACTICE. State Support for Inclusive Practice: Perspectives from CEEDAR, Nancy L. Corbett, Lois Kimmel, and Paul Sindelar. History and Progress of the Ohio Deans Compact on Exceptional Children, Cassondra M. Faiella. The Effect of State Policy on the Educational Environments of Students with Disabilities, Rebecca Watts. Partnership for Statewide Improvement of Educator Preparation, Beverly Sande. About the Editors. and Authors. Index.

REVIEWS
"Given the generally fragmented approaches in the literature regarding inclusive education, a systematic approach especially geared to administrators within higher education, PK–12 schools, local and state education agencies, and state and local policymakers is much needed. This book offers examples of systemic, coherent, and well-designed change efforts that have the potential of advancing inclusive education." Margo Collier University of New Mexico in School Community Journal (Read full review)