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
  2. Special Education
  3. Inclusive Education
  4. Leading Inclusive School Reform
  5. The Backbone of Inclusion: Leading Effective Collaboration
  6. Rethinking Students: Presuming Competence
  7. Providing Academic Supports
  8. Providing Behavioral Supports
  9. Supporting You, Supporting Them: Caring for Yourself

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 various journals. Julie 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 teacher. His research focuses on 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 that had isolated pockets of inclusion and a tradition of pulling students out for various educational needs and therapies. George led the planning for collaborative and inclusive services for all students, resulting in improvements in school climate and student achievement.

The role of leadership, both by the principal and the leadership team, was essential in moving the school toward inclusivity. Julie has been working alongside and coaching principals to support their staff in creating inclusive schools, revealing significant gains for students with and without disabilities.

ON INCLUSION

Not a day goes by without considering inclusion. Everyone has a right to belong, to have friends, and to access engaging curricula. The work of creating inclusive schools requires strong, committed, knowledgeable leaders.

HOW THIS BOOK IS ORGANIZED

The first three chapters set the context for the rest of the book, focusing on the principal's role, special education, and inclusive education. Subsequent chapters provide leaders with strategies for engaging in inclusive school reform, supporting effective collaboration, and addressing individual student needs.

WHO WILL FIND THIS BOOK USEFUL?