The Principal’s Handbook for Leading Inclusive Schools

by
Julie Causton, Ph.D.
George Theoharis, Ph.D.

Contents

• About the Forms . vi
• About the Authors. vii
• Foreword Richard A. Villa. ix
• Preface. xiii
• Acknowledgments xvii
• 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
• References 149
• Index 155

About the Authors

Julie Causton, Ph.D.
Julie Causton is an expert in creating and maintaining inclusive schools and is an Associate Professor in the Inclusive and Special Education Program at Syracuse University. She teaches courses on inclusion, differentiation, special education law, and collaboration.
Her published works have appeared in journals like Behavioral Disorders, Equity & Excellence in Education, and Exceptional Children. Julie also collaborates directly with families, schools, and districts to foster inclusive environments.

George Theoharis, Ph.D.
George Theoharis is Associate Dean in the School of Education and an Associate Professor in Educational Leadership and Inclusive Elementary Education at Syracuse University. His experience spans roles as a principal and teacher.
His research focuses on equity, justice, diversity, inclusion, and leadership. George's notable works include The School Leaders Our Children Deserve (Teachers College Press, 2009) and To Create Excellent and Equitable Schools (Teachers College Press, 2013).

Preface

Inclusive Schooling

Historically, students with significant needs have faced disjointed programs, often marginalized within the school community. Collaboration among teachers was lacking, leading to frustrations and declining student achievement. Disproportionate numbers of students of color and low-income students were receiving special education services outside of general education environments.

Leadership plays a key role in inclusive education. George led his staff in the establishment of collaborative services as part of a school-wide philosophy that included ESL, remedial reading, and academic enrichment. Such initiatives resulted in improved collaboration among professionals to co-plan and deliver instruction effectively.

ON INCLUSION

Inclusion is a continuous consideration in education. Those in leadership roles must ensure that all students belong, have access to engaging curricula, and receive quality instruction. The right environmental conditions foster both academic and social development.

HOW THIS BOOK IS ORGANIZED

Chapters 1 to 3 establish the foundational context for subsequent discussions about the principal's role, special education, and inclusive education. Chapter 4 offers strategies for implementing school-wide inclusive reforms, while Chapter 5 emphasizes effective collaboration.

Chapters 6 through 8 present specific strategies for academic and behavioral support in inclusive classrooms, followed by insights on self-care as a critical component for school leaders in maintaining their roles effectively.

WHO WILL FIND THIS BOOK USEFUL?

This book is designed for various stakeholders in education:

• Principals and school leaders focused on inclusive practices.
• Practicing and preservice school leaders in K–12 settings.
• Special educators providing support in inclusive classrooms.
• General educators seeking to understand inclusion better.
• Parents of students with special needs, benefiting from insights on inclusive leadership.
• Professional development personnel involved in leadership training.

This book aims to act as a companion guide, aligning with The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms (Paul H. Brookes Publishing Co., 2009), to enhance shared knowledge within educational teams.