Effective Inclusive Schools E-Book

Thomas Hehir

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 418

Veröffentlichungsjahr: 2012

Beschreibung

How to raise the achievement of all kids, from gifted to those with severe disabilities This book presents lessons learned from in-depth case studies of some of our most effective inclusive public schools. The authors conclusively demonstrate that schools can educate students with mild and severe disabilities in general education classrooms by providing special education services that link to and bolster general education instruction. This goes beyond complying with Special Education law; having a truly inclusive environment raises the achievement level for all students and results in more committed and satisfied teachers. Insights shared from teachers, school leaders, parents, and the students themselves provide a path forward for anyone striving to Improve special education services. The authors reveal what these exemplary schools do that makes them so successful, and provide advice for readers who want to incorporate these practices themselves. * Hehir, former U.S. Office of Special Education (OSEP) Director, is a leading name in Special Education * Highlights the important relationships between administrators, teachers, and parents to foster maximum collaboration between general and special education * Includes information on committing to Universal Design for Learning (UDL) and Positive Behavior Supports This vital resource zeroes in on what excellent public schools do differently to ensure all students succeed.

Leseprobe

CONTENTS

COVER

TITLE PAGE

COPYRIGHT

DEDICATION

ABOUT THE AUTHORS

PREFACE: ON ABLEISM

ACKNOWLEDGMENTS

INTRODUCTION

THE NEWS ON INCLUSION IS (MOSTLY) PROMISING

HOW WE IDENTIFIED SUCCESSFUL SCHOOLS

HOW THESE SCHOOLS DIFFERED FROM THE NORM

HOW THIS BOOK IS ORGANIZED

PART ONE: The Schools and Their Leaders

CHAPTER ONE: The Schools

PATRICK O'HEARN ELEMENTARY SCHOOL

SAMUEL W. MASON ELEMENTARY SCHOOL

BOSTON ARTS ACADEMY

INCLUSION AS A CENTRAL MISSION

TO SUM UP

CHAPTER TWO: The Leaders

BILL HENDERSON AT THE O'HEARN

JANET PALMER OWENS AT THE MASON

CARMEN TORRES AND LINDA NATHAN AT BOSTON ARTS ACADEMY

HOW THEY LED THEIR SCHOOLS

TO SUM UP

PART TWO: What They do Differently

CHAPTER THREE: Collaborative Problem-Solving Organizations

PROFESSIONAL BUREAUCRACIES

PERFORMANCE ORGANIZATIONS

ADHOCRATIC PROBLEM-SOLVING SCHOOLS

FROM THEORY TO PRACTICE

TO SUM UP

CHAPTER FOUR: Relationships, School Culture, and Accountability

RELATIONSHIPS: THAT'S IT!

SCHOOL CULTURE: COLLABORATION AND COHERENCE

ACCOUNTABILITY

TO SUM UP

CHAPTER FIVE: Universally Designed Schools

UNIVERSAL DESIGN FOR LEARNING

THE ROLE OF ADMINISTRATORS

TO SUM UP

PART THREE: How to Create More Inclusive Schools

CHAPTER SIX: Making Schools More Inclusive: Lessons for Educators and Parents

THE INCLUSION CACOPHONY

SEVEN LESSONS FOR SCHOOL LEADERS

SIX LESSONS FOR TEACHERS

FIVE LESSONS FOR DISTRICT LEADERSHIP

TWO LESSONS FOR PARENTS

TO SUM UP

PART FOUR: The Big Picture of Special Education

CHAPTER SEVEN: How Education Policy Affects Our Schools

FEDERAL EDUCATION POLICY

STATE EDUCATION POLICY

LOCAL POLICIES

TO SUM UP

CHAPTER EIGHT: Where Special Education Needs to Go

POLICY PRINCIPLES: COMPLIANCE AND QUALITY

SPECIFIC POLICY RECOMMENDATIONS

TO SUM UP

Afterword Transitioning to a Full Adult Life

Appendix A: Questions for Discussion

CHAPTER 1

CHAPTER 2

CHAPTER 3

CHAPTER 4

CHAPTER 5

CHAPTER 6

CHAPTERS 7–8

Appendix B: Information on the Research Study

SCHOOL ACADEMIC DATA

DEMOGRAPHICS

DATA COLLECTION AND ANALYSIS

THEORETICAL FRAMEWORKS AND ANALYSIS

TO SUM UP

NOTES

INDEX

END USER LICENSE AGREEMENT

Pages

iii

iv

vi

vii

ix

x

xi

xii

xiii

xiv

xv

xvii

xviii

xix

xx

xxi

xxii

xxiii

xxiv

1

3

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

25

26

27

28

29

30

31

32

33

34

35

36

37

38

39

40

41

42

43

44

45

46

47

48

49

50

51

52

53

55

57

59

60

61

62

63

64

65

66

67

68

69

70

71

72

73

74

75

77

79

80

81

82

83

84

85

86

87

88

89

90

91

92

93

94

95

96

97

99

101

102

103

104

105

106

107

108

109

110

111

112

113

114

115

116

117

118

119

120

121

122

123

125

127

129

130

131

132

133

134

135

136

137

138

139

140

141

142

143

144

145

146

147

148

149

150

151

152

153

154

155

157

159

161

162

163

164

165

166

167

168

169

170

171

172

173

174

175

176

177

178

179

181

182

183

184

185

186

187

188

189

190

191

192

193

194

195

196

197

198

199

200

201

202

203

205

206

207

208

209

210

211

212

213

214

215

216

217

218

219

220

221

222

223

225

226

227

228

229

230

231

232

233

234

235

236

237

238

239

240

241

242

243

244

245

246

Guide

Cover

Contents

Start Reading

List of Illustrations

Figure 4.1

Figure B.1

List of Tables

Table B.1

Table B.2

Table B.3

Table B.4

Table B.5

Effective Inclusive Schools

Designing Successful Schoolwide Programs

Thomas Hehir with Lauren Katzman

Copyright©2012 by John Wiley & Sons, Inc. All rights reserved.

Published by Jossey-Bass

A Wiley Imprint

One Montgomery Street, Suite 1200, San Francisco, CA 94104-4594—www.josseybass.com

No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax [phone], or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax [phone], or online at www.wiley.com/go/permissions.

Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.

Jossey-Bass books and products are available through most bookstores. To contact Jossey-Bass directly call our Customer Care Department within the U.S. at 800-956-7739, outside the U.S. at 317-572-3986, or fax [phone].

Wiley publishes in a variety of print and electronic formats and by print-on-demand. Some material included with standard print versions of this book may not be included in e-books or in print-on-demand. If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com. For more information about Wiley products, visit www.wiley.com.

Library of Congress Cataloging-in-Publication Data

Hehir, Thomas.   Effective inclusive schools : designing successful schoolwide programs / by Thomas Hehir with Lauren I.Katzman.     p. cm.   Includes bibliographical references and index.   ISBN 978-0-470-88014-2 (pbk.), 978-1-118-13363-7 (ebk.), 978-1-118-13364-4 (ebk.), 978-1-118-13365-1 (ebk.)   1. Inclusive education–United States. 2. School management and organization–United

States. 3. Mainstreaming in education–United States. I. Katzman, Lauren I. II. Title.     LC1201.H44 2012     371.9'0460973–dc23

2011039117

FIRST EDITION

PB Printing 10 9 8 7 6 5 4 3 2 1

To Dr. William Henderson: Teacher, mentor, and friend

ABOUT THE AUTHORS

Thomas Hehir, Ed.D., is the Silvana and Christopher Pascucci Professor of Practice in Learning Differences at the Harvard Graduate School of Education. As director of the U.S. Department of Education's Office of Special Education Programs from 1993 to 1999, Hehir was responsible for federal leadership in implementing the Individuals with Disabilities Education Act (IDEA) and played a leading role in developing the Clinton administration's proposal for the 1997 reauthorization of IDEA. In 1990, Hehir was associate superintendent for the Chicago Public Schools, where he implemented major changes in the special education service delivery system, enabling Chicago to reach significantly higher levels of compliance with the IDEA and resulting in the eventual removal of oversight by the U.S. Department of Education's Office for Civil Rights. Hehir served in a variety of positions in the Boston Public Schools from 1978 to 1987, including that of director of special education from 1983 to 1987. An advocate for children with disabilities in the education system, he has written extensively on special education, special education in the reform movement, due process, and least restrictive environment issues.

Lauren I. Katzman, Ed.D., is executive director of special education for the New York City Department of Education. Previously Dr. Katzman served as associate professor of special education at Boston University's School of Education. Prior to earning her doctorate at Harvard's Graduate School of Education, Katzman worked for fourteen years as a special education teacher in New York, New Jersey, and Missouri.

PREFACE: ON ABLEISM

Have you taught people with disabilities like me before?

Will we do math in second grade?

If I find something challenging, what do you request that I do?

—Anthony, a first grader atthe Henderson InclusionElementary School in Boston

Anthony has cerebral palsy and insisted on being part of the process of selecting his new second grade teacher. This young disability activist had previously been successful in advocating for accommodated recess activities for both himself and for a friend with autism.

Anthony's parents are pleased with their son's school, having already experienced an unsuccessful placement in another school. “If you have a typically developing kid, you have a litany of choices. If you have a specially developing child, then you're presented with an option,” said Anthony's mother, who became emotional speaking about their decision. “And then what happens when you think this school is not a good fit for my child? It's just hard.”1

“If you have a typically developing kid, you have a litany of choices. If you have a specially developing child, then you're presented with an option.”

The story of Anthony and his parents inspired us to write this book. As two career-long special educators deeply committed to children with disabilities and to improving special education, our experience has taught us that Anthony's story is far too rare. Effective inclusive education is difficult for most parents and caregivers of children with disabilities to obtain for their kids. Finding the right program for a child with a disability often entails inordinate effort.

However, as Anthony's story illustrates, there are schools, like the Henderson, that have been successful in providing effective inclusive special education services. As individuals involved in preparing new teachers and school leaders, we believed the dearth of research on successful practices in inclusive education compromised our ability to prepare future educators. We therefore sought to conduct a study that looked deeply at practices within highly successful inclusive schools.