Leading Inclusive Schools Excerpt

The Principal’s Handbook for Leading Inclusive Schools

by

Julie Causton, Ph.D.

and

George Theoharis, Ph.D.

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
  8. Providing Behavioral Supports 115
  9. Supporting You, Supporting Them: Caring for Yourself 135
  10. References 149
  11. Index 155

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 directly with families, schools, and districts 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 focus on issues of equity, justice, diversity, inclusion, leadership, and school reform.

Preface

Inclusive Schooling Requires Leadership

This book comes out of very personal work. When George first became a principal, he entered a school with isolated pockets of inclusion and a self-contained program for students with significant needs. Students were coming and going from classrooms, and teachers were working hard, but the students with the most needs had disjointed programs and were marginal school community members. This led to a frustrated staff and declining student achievement, with overrepresentation of students of color and low-income students receiving special education services. George led the staff in planning for collaborative and inclusive services, creating a focused school philosophy. As a result, this approach led to improved climate and significant gains in student achievement.

ON INCLUSION

Inclusion is about more than just belonging; it fosters academic and social growth. Strong leadership is required for schools to embrace inclusion as a reality for all students. This book serves as a guide for principals and school leaders in this transformative work.

HOW THIS BOOK IS ORGANIZED

The book begins with foundational context, focusing on the role of the principal, special education, and inclusive education. Subsequent chapters discuss strategies for engaging and reforming schools, emphasizing the importance of effective collaboration and how to support students with their strengths. Special chapters on academic and behavioral supports provide immediately applicable strategies for educators.

WHO WILL FIND THIS BOOK USEFUL?