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Leading for All
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Leading for All
How to Create Truly Inclusive and Excellent Schools



November 2020 | 224 pages | Corwin

Develop inclusive and equitable school communities where all learners thrive

Research has shown that inclusive education results in better academic outcomes for ALL students, not just those identified with disabilities, by promoting self-efficacy, improving social and emotional health, and consistently implementing research-based instructional strategies. Still, many schools rely on deeply ingrained, segregated practices that fail to serve all students.

Leading for All is a practical guide that provides a clear pathway for educators to develop a more inclusive school community from start to finish. Authors Jennifer Spencer-Iiams and Josh Flosi share lessons learned from spending nearly a decade building district schools where all students are served in their neighborhood school and in classrooms with their general education peers.

Features include:

  • Three focus areas to guide change: Creating Inclusive Cultures, Improving Instructional Practices, and Increasing Student Voice
  • 7 Components of Inclusive and Equitable Learning Communities
  • Supporting resources for promoting inclusion throughout the school day, including co-curricular activities and transportation
  • Stories of real students and teachers and the actions that impacted their success

Educators and school leaders want to create inclusive and excellent educational experiences for all students, but they do not always know how to proceed. Leading for All provides a model, stories, strategies, and clear evidence that it can be done effectively.

 
Foreword by Paula Kluth
 
Acknowledgments
 
About the Authors
 
Introduction
 
Chapter 1 - Finding Our Why
Why Inclusion?

 
Academic Research Supports Inclusion

 
Inclusion and the Whole-Child Movement

 
Equity and Social Justice

 
The Perspective of Families

 
Moving from Why to Why Not?

 
References

 
 
Chapter 2 - What We Mean by Inclusive Education
A Continuum of Inclusive Practices

 
A Summary of Changes Over the Past Eight Years

 
What Inclusion Looks Like

 
References

 
 
Chapter 3 - The Foundations of Inclusive Education
Putting Our Goals on Paper

 
Guiding Principles for Our Work

 
Kortney’s Story

 
References

 
 
Chapter 4 - Creating Inclusive Cultures
True Friendships

 
Providing Supports in the General Education Classroom

 
Shared Ownership and Co-Teaching

 
The Power of Language

 
All Students Participate in Cocurricular Activities

 
References

 
 
Chapter 5 - Improving Instructional Practices
Frameworks that Guide our Instructional Practices

 
Learning Targets

 
Engagement Strategies

 
Access to Grade-Level Content

 
Common and Consistent Data

 
Analyzing Data to Inform Instruction

 
Purpose of Evaluation

 
References

 
 
Chapter 6 - The Components of Inclusive and Equitable Learning Communities
Effective Physical Spaces

 
Teaching Common Expectations

 
Rituals, Routines, and Recognition

 
Engagement Strategies for All Students

 
Teaching Social-Emotional Skills

 
Restorative Practices

 
Relationships with High Expectations

 
References

 
 
Chapter 7 - Increasing Student Voice
Growth Mindset Revisited

 
Student Voice and Behavior

 
Augmentative and Alternative Communication

 
Students as Leaders of Change

 
Students and Their IEPs

 
References

 
 
Chapter 8 - Supporting Behavior in Inclusive Schools
All-Some-Few Thinking

 
Team “Student”

 
The Intensive Capacity-Building Team

 
Thinking Inclusively About Outside Placement

 
References

 
 
Chapter 9 - Leadership Moves to Make it Happen
Communication and Relationships

 
The Role of the Central Office

 
Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices

 
Structures for Professional Learning that Support Inclusive Practices

 
Structures for Leadership and Stakeholder Input

 
Partnerships with Other Districts and Outside Organizations

 
Closing Thoughts about Leadership Moves

 
References

 
 
Chapter 10 - What’s Next?
Transportation

 
Inclusive Early-Childhood Education

 
Adult Transition Services and Inclusive College Opportunities

 
Inclusive Teacher Education

 
The Mental Health System

 
Inclusive Practices in the Time of Distance Learning and COVID-19

 
Closing Thoughts

 
References

 
 
Index

This is a good book--not sure if I will be using it. I am not teaching supervision after all.

Dr Alison M Polly
Education/Special Educ Dept, Mansfield University
January 4, 2021

Jennifer Spencer-Iiams

Dr. Jennifer Spencer-Iiams is the Assistant Superintendent for Student Services in the West Linn-Wilsonville School District in Oregon. She has been a teacher and educational leader for 32 years. She led significant transformation in her district in the movement to a full inclusion model that honors student strengths and promotes belonging. Jennifer has served as an adjunct professor in the area of Special Education and in Emerging Bilingual Education. She has presented on models of inclusion at numerous conferences, served on statewide leadership groups focused on improvement in Special Education, and she collaborated to support national... More About Author

Joshua Stephen Flosi

Josh Flosi has been an educator for 25 years in public, private, and international schools. He currently leads Student Support Services at the International School of Tanganyika, an inclusive school in Dar es Salaam, Tanzania. Before that, he spent 10 years as a building administrator and then Assistant Director of Student Services in the West Linn-Wilsonville School District near Portland, Oregon, where he helped lead the transformation to a profoundly inclusive model of education. He spent 14 years as a high school English and Social Studies teacher. He has also been an adjunct professor in a teacher preparation program and a regular... More About Author

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ISBN: 9781071827925
$ 32.95