Synopses & Reviews
Reflecting the recent, extensive changes in special and general education, this new edition examines a range of timely topics as it explains the evolution of inclusive education over the past five years.
You'll learn about
- curriculum, instruction, and assessment in inclusive classrooms
- strategies for collaborative teaming and co-teaching
- ways to empower and motivate students
- a framework for understanding and facilitating systems change
Chapter-length case studies show you how a variety of districts have made inclusion work. Special "reflection" chapters provide firsthand accounts of how inclusive education affects different members of the learning community. Throughout, the editors' perceptive writing clarifies the integral roles of students, faculty, and families in creating and maintaining inclusive schools and classrooms.
Review
"This book should be read by all who are interested in forwarding the incl"usive schooling debate to a further level. . . . It will help all to appreciate better what schools ought to be about.
Synopsis
Reflecting the sweeping, extensive changes in special and general education, this book explores the foundations and evolution of inclusive education in the last decade — a prerequisite for administrators implementing inclusion in their schools.
About the Author
Jacqueline S. Thousand has been a teacher educator since 1981 and has more than 20 years of experience in training teachers and providing technical assistance to schools to create inclusive educational experiences for children from preschool through high school. At the University of Vermont, she coordinated an early childhood special education teacher preparation program and one of the first Inclusion Facilitator graduate programs (1986-1996) in the United States. As the coordinator of the Vermont Homecoming Project in the early 1980s, she was a pioneer in developing instruction and curriculum modification strategies for including students with moderate and severe disabilities that came to be the staples of inclusive practice in the 1990s. With her move in 1996 to California State University San Marcos, she coordinates a teacher credential program that endorses graduates as general and special educators, thus enabling them to advocate for and support students with disabilities as either classroom teachers or special educators. In addition to directing the college's special education credential and master's programs, she continues her commitment to community development by working with leadership and staff of local schools to restructure special day class programs and move the teachers and students in these classes into the mainstream. She also works closely with families to make inclusive education communities a reality. She sits on the editorial boards of a number of professional journals and is past co-editor of Teacher Education and Special Education. She currently serves on the International Board of TASH (formerly The Association for Persons with Severe Handicaps), an international advocacy association of people with disabilities, their family members, other advocates, and people who work in the disabilities field. Dr. Thousand has authored numerous books, research articles, and book chapters on practical how-to strategies for meeting the needs of all students in general education; adapting curriculum, instruction, and assessment; collaborative teaming; and creative problem solving.
Richard A. Villa, Ed.D., has worked with thousands of teachers and administrators throughout North America and the rest of the world in developing and implementing instructional support systems for educating all students within general education environments. Dr. Villa has been a classroom teacher, special education coordinator, pupil personnel services director, and director of instructional services. He has authored more than 70 articles and book chapters regarding inclusive education and has co-edited three previous books for teachers, administrators, and parents: Restructuring for Caring and Effective Education: An Administrative Guide to Creating Heterogeneous Schools (Paul H. Brookes Publishing Co., 1992), Creativity and Collaborative Learning: A Practical Guide to Empowering Students and Teachers (Paul H. Brookes Publishing Co., 1994), and Creating an Inclusive School Association for Supervision and Curriculum Development, (1995). He has presented at numerous national and international conferences and is known for his enthusiastic, humorous style of presenting.
Table of Contents
About the Editors
Contributors
Prologue
Norris G. Haring
For the Reader
Section I: Reexamining the Purposes of Schooling
Working Toward a Common Goal
M. Stephen Lilly
- Setting the Context: History of and Rationales for Inclusive Schooling
Richard A. Villa and Jacqueline S. Thousand
- Inclusion and School Restructuring: A New Synergy
Alan Gartner and Dorothy Kerzner Lipsky
- Reclaiming Our Youth
Steven L. Van Bockern, Larry K. Brendtro, and Martin Brokenleg
- Rediscovering the Right to Belong
Norman Kunc
- A Framework for Thinking About Systems Change
Timothy P. Knoster, Richard A. Villa, and Jacqueline S. Thousand
Reflection: A Credo for Support
Norman Kunc and Emma Van der Klift
Section II: Curriculum, Instruction, and Assessment for Inclusive Schooling
A Vision for the Future
Martha L. Thurlow and James G. Shriner
- Achieving Social Justice Through Education for Responsibility
Jacqueline S. Thousand, Ann I. Nevin, and Mary Elizabeth McNeil
- Adaptations in General Education Classrooms
Sharon Vaughn and María Elena Arguelles
- Creating a Community of Learners with Varied Needs
Mary A. Falvey, Mary Blair, Mary Patricia Dingle, and Nancy Franklin
- Standards, Assessments, and Individualized Education Programs: Planning for Success in the General Education Curriculum
Michael L. Hock
Reflection: In the Mainstream: A Confirmation Experience
Ro and Joe Vargo
Section III: Emerging Collaborative and Creative Roles and Processes in Inclusive Schools
Collaborating to Connect the Inclusion Puzzle
Ann I. Nevin
- Collaborative Teaming: A Powerful Tool in School Restructuring
Jacqueline S. Thousand and Richard A. Villa
- Problem-Solving Methods to Facilitate Inclusive Education
Michael F. Giangreco, Chigee J. Cloninger, Ruth E. Dennis, and Susan W. Edelman
- Maximizing the Mindware of Human Resources
Jeanne Bauwens and Patricia H. Mueller
- Role of Related Services Personnel in Inclusive Schools
Michael F. Giangreco, Patricia A. Prelock, Richard R. Reid, Ruth E. Dennis, and Susan W. Edelman
Reflection: Collaboration for "Regular Lives": An Invitation to Our Children's Teachers
Lisa and Alan Houghtelin
Section IV: Examples of Inclusive Schooling in Action
CREATE Inclusive Schools
Margaret E. King-Sears
- Restructuring to Create a High School Community of Learners
Lori Eshilian, Mary A. Falvey, Catherine Bove, Mary Jane Hibbard, Jeffrey Laiblin, Connie Miller, and Richard L. Rosenberg
- Chronicles of Administrative Leadership Toward Inclusive Reform: "We're on the train and we've left the station, but we haven't gotten to the next stop"
Alice Udvari-Solner and Maureen W. Keyes
- The Swanton School District (Franklin Northwest Supervisory Union): A Second Look at an Inclusive School
Richard Schattman and Linda Keating
- You Can Teach an Old Dog New Tricks
Patrick Schwarz and Denise Lee Bettenhausen
- New Brunswick School Districts 10, 12, and 13: The Story Continued . . .
Gordon L. Porter, Jean Collicott, and John Larsen
Reflection: A Conversation with Rachel Holland's Parents
Richard A. Villa with Robbie Holland and Kim Connor
Section V: Future Directions and Reflections
If I Could Dream: Reflections on the Future of Education