The Principal’s Handbook for Leading Inclusive Schools

by Julie Causton, Ph.D. Syracuse University and George Theoharis, Ph.D. Syracuse University

Contents

1. The Principal’s Role in Inclusive Schools . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
2. Special Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
3. Inclusive Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
4. Leading Inclusive School Reform . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
5. The Backbone of Inclusion: Leading Effective Collaboration . . . . . . . . . . 63
6. Rethinking Students: Presuming Competence . . . . . . . . . . . . . . . . . . . . . . 87
7. Providing Academic Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
   Appendix Useful Web Sites and Resources for Assistive Technology . . . . 114
8. Providing Behavioral Supports . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
9. Supporting You, Supporting Them: Caring for Yourself. . . . . . . . . . . . . . 135
   Appendix Self-Care Books . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147

About the Authors

Julie Causton, Ph.D., is an expert in creating and maintaining inclusive schools. She is Associate Professor in the Inclusive and Special Education Program, Syracuse University, where she teaches courses on inclusion, differentiation, special education law, and collaboration.

George Theoharis, Ph.D., is Associate Dean in the School of Education and Associate Professor in Educational Leadership and Inclusive Elementary Education at Syracuse University. He has experience as a principal and teacher and teaches classes in educational leadership and elementary/early childhood teacher education.

INCLUSIVE SCHOOL REFORM

Inclusive school reform has resulted in all students with disabilities being placed into general education settings and providing inclusive services to meet their needs. Involvement from a representative leadership team consisting of school administrators and staff is crucial.

Step 1—Setting a Vision

The team sets a vision based on three areas:

1. School structure (how adults and students are arranged)
2. Meeting the needs of all in general education
3. School climate

Sample Goals:

• Structure Goals:
  • Students placed in balanced classrooms.
• School Climate Goals:
  • Examine the physical structure to support inclusion.

Step 2—What Is Happening Now?

The leadership team examines existing special education services, creating a visual map to understand service delivery. This includes recognizing how students receive services and which staff are involved.

Step 3—Align School Structures

This step involves creating teams of professionals to serve all students inclusively, enhancing inclusion and belonging by forming balanced classrooms with diverse student populations.

Step 4—Rethink Staffing: Creating Instructional Teams

Creating collaborative teams of general education teachers, specialists, and paraprofessionals to serve students inclusively while ensuring balanced classroom compositions.

Step 5—Improving Classroom Practices

Developing a professional development plan focusing on topics such as collaboration and differentiated instruction.

Step 6—Ongoing Monitoring, Adjusting, and Celebrating

Establishing routines for feedback from staff and families and celebrating progress, helping to maintain momentum in the reform process.

Step 7—Ongoing: Create a Climate of Belonging

Involves engaging all staff in planning and implementation and fostering community building throughout the school.

IMPLICATIONS FOR DISTRICTS

District-level administrators can engage in inclusive school reform on a school-by-school basis or develop a large-scale approach to enhancement of inclusion. Guidelines for moving an entire district proactively include strengthening resources and engaging stakeholders across all levels.