# The Principal’s Handbook for Leading Inclusive Schools ### by ### Julie Causton, Ph.D. ### and George Theoharis, Ph.D. --- ## 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, Department of Teaching and Leadership, Syracuse University. She teaches courses on inclusion, differentiation, special education law, and collaboration. Her published works have appeared in such journals as Behavioral Disorders, Equity & Excellence in Education, Exceptional Children, International Journal of Inclusive Education, Journal of Research in Childhood Education, Studies in Art Education, and TEACHING Exceptional Children. Julie also works with families, schools, and districts directly to help create truly inclusive schools. **George Theoharis, Ph.D.** is Associate Dean in the School of Education and Associate Professor in Educational Leadership and Inclusive Elementary Education in the Department of Teaching and Leadership, Syracuse University. He has extensive field experience in public education as a principal and as a teacher. George teaches classes in educational leadership and elementary/early childhood teacher education. His interests, research, and work with K–12 schools focus on issues of equity, justice, diversity, inclusion, leadership, and school reform. --- ## Preface ### Inclusive Schooling The students with the most needs had disjointed programs and were marginal school community members due to their transitions or self-contained programs. Teachers did not have time to co-plan or collaborate, resulting in frustrated staff and declining student achievement. There was overrepresentation of students of color and low-income students receiving special education services at the school. A disproportionate number of students of color and low-income students with disabilities received instruction outside of the general education classroom, and the vast majority of behavioral and discipline referrals were students of color and low-income students with disabilities. George led the staff in planning for collaborative and inclusive services for students with disabilities but also as a schoolwide philosophy that extended to all services, such as ESL, remedial reading, and academic enrichment. The result was a school that had teams of professionals collaborating to co-plan and co-deliver instruction in inclusive ways. This changed the way teachers and therapists did their jobs. It is important to note that pullout services were not replaced by pulling students with disabilities to the back of the general education classroom; instead, general education teachers, special education teachers, and therapists co-planned instruction and accommodations. The results included an improved climate in the school, a reduction in discipline issues, a lower special education placement rate, and significant gains in student achievement for all students across all demographic groups—including students with disabilities. Leadership was key—by the principal as well as a leadership team that made key decisions maintaining the focus on collaborative inclusive services. The leadership team included representatives from each team or grade level, chosen by their colleagues. George’s role as school principal was essential to moving the school in a more inclusive direction. It involved carrying the torch of an inclusive vision, leading the charge in service delivery, creating and developing teams, and providing support (planning time, space, and materials) for teams to co-plan and co-teach. Since the late 1990s, Julie has been coaching, supporting, and prompting principals as they work to create and maintain inclusive schools. She has helped them think strategically and provided professional development for teachers and paraprofessionals to help them re-envision their service delivery models. We have found that inclusive schools need strong, committed, knowledgeable, and passionate school leaders. Academic achievement gains were made for students with and without disabilities in all cases, and the teachers know how to collaborate and co-design effective inclusive units and lessons. Climate has improved, and most importantly, all students feel a stronger sense of belonging as their membership is no longer in question. --- ## How This Book is Organized The first three chapters provide the context for the rest of the book: - Chapter 1: The role of the principal or school leader - Chapter 2: Background about special education - Chapter 3: Information about inclusive education These chapters offer the foundation needed to effectively interpret the rest of the book. Chapter 4 provides leaders with strategies to move beyond pockets of inclusion. Chapter 5 focuses on leading effective collaboration, the backbone of inclusive schools. In Chapter 6, we ask leaders to look at students through the lens of strengths and abilities. Chapters 7 and 8 are strategy-specific chapters that focus on academic supports and behavioral supports, providing immediately applicable ideas for schools. The last chapter focuses on self-care and problem-solving, recognizing the toll the job can take on school leaders. --- ## Who Will Find This Book Useful? This book is designed for: 1. **Practicing and preservice school leaders** - working in inclusive K–12 settings. 2. **Special educators** - identifying approaches for supporting students in inclusive classrooms. 3. **General educators** - integrating inclusive leadership in their classrooms. 4. **Parents of students with special needs** - understanding best practices for inclusive education. 5. **Professional development personnel** - offering cutting-edge resources for principal training. This book is a companion guide to The Paraprofessional’s Handbook for Effective Support in Inclusive Classrooms, organized similarly to ensure shared knowledge.