Inclusive Education

Aimee Howley, WordFarmers AssociatesCassondra M. Faiella, The University of CincinnatiStephen D. Kroeger, The University of CincinnatiBarbara Hansen, Muskingum University

• Foreword—Inclusive Practice: Challenging Exclusion in Educational Norms; Roderick Lucero.Preface.Section I. Inclusive Practice: Meanings And Significance.Chapter 1. Inclusive Practice: Pushing Against Persistent Structures and Comfortable Routines; Deborah M. Telfer and Aimee Howley.Chapter 2. Inclusive Practices in Schools; Celia Oyler.Chapter 3. What Inclusive Practice Means for Students from Marginalized Groups: Interview With Sue Zake, PhD; Sara A. Brannan and K. Ann Kaufman.Section II. Inclusive Classrooms And Schools.Chapter 4. Assessing the Included Classroom: The Included Classroom Characteristics Check Sheet; Catherine Lawless Frank and Victoria Zascavage.Chapter 5. Helping Preservice Teachers Come to Terms with Unintended Biases; Anne M. Bauer and Stephen D. Kroeger.Section III. Inclusive Assessment Practices.Chapter 6. The Role of State Assessment in District-Wide Reform: Improving Results for All Students; Deborah M. Telfer, Aimee Howley, and Martha Thurlow.Chapter 7. Inclusive Assessment Practices: Using Formative Instructional Practices to Support the Needs of All Students; Kristall J. Graham-Day, Carolyn Shemwell Kaplan, Cheryl Irish, and Francis J. Troyan.Section IV. Inclusive School Leadership.Chapter 8. The Core Work of Educational Leadership: Using Formative Instructional Practices to Support the Needs of All Students; Mary Heather Munger and Elena Andrei.Chapter 9. Building Capacity for All Learners at All Levels Through Inclusive Educational Practices; Chad Wyen and Krista Wagner.Chapter 10. Inclusive Educational Leadership: Meeting the Needs of a Diverse Society; Moses B. Rumano and Roger N. Morris.Section V. Preparing Teachers For Inclusive Classrooms.Chapter 11. Restructuring Teacher Education Programs for Inclusive Instructional Practice: A Study of Change Processes and Outcomes; Stephen D. Kroeger, Aimee Howley, Barbara Hansen, and Cassondra M. Faiella.Chapter 12. An Integrative Teacher Preparation Model to Prepare All Teacher Candidates for Diverse Inclusive Education; Bridgie A. Ford, Shernavaz Vakil, and Lynn S. Kline.Chapter 13. Developing Integrated Inclusive Content and Pedagogy for a Dual License Middle Childhood Education Program; Christopher L. Atchison, Susan A. Gregson, Emilie M. Camp, Stephen D. Kroeger, and Holly Johnson.Chapter 14. Preparing Middle School Educators to Work with All Students; Catherine Lawless Frank, Joni Baldwin, Connie Bowman, and Laura Kuebel.Chapter 15. Preparing Early Childhood Educators for Inclusive Practice; Mary Murray and Tammy Elchert.Chapter 16. Developing an Online Dual-Licensure Graduate Program to Enhance Inclusive Knowledge, Skills, and Dispositions of Early Childhood Educators; Jennifer R. Ottley, Sara L. Hartman, Clarissa Bunch Wade, Sara R. Helfrich, and Christan Grygas Coogle.Chapter 17. Conscientious Consolidation: Developing and Implementing a Dual-Licensure Program with Montessori Credentialing; Kathleen G. Winterman, Victoria Zascavage, and Julie Kugler-Ackley.Chapter 18. Inclusivity in the Development of a Dual-Licensure Program: A Report by Program Developers; Beverly A. Sande, Charles W. Kemp, Paul M. Madden, Ray Blevins, and Traci McKee.Section VI. Preparing PK-12 Administrators For Inclusive Schools And Districts.Chapter 19. Inclusive School Leadership: Preparing Principals; Pamela M. VanHorn.Chapter 20. Supporting and Promoting Inclusive Teaching Practices: An Administrator's Guide to Developing Tools; Dianne M. Gut and Pamela C. Beam.Chapter 21. A Case Study on K-12 Inclusive Pedagogy; Joseph A. Hall and Jane E. Bogan.Chapter 22. Enhancing Learner Access Through Invitational Inclusive Education: A Merger to Transform Perspectives and Practice; Barbara Hansen, Linda E. Morrow, and John Rocchi.Chapter 23. Reforming a Principal Preparation Program: Reconciling Equity-Oriented Leadership and the Accountability Era; Amy N. Farley.Section VII. State Support For Inclusive Practice.Chapter 24. State Support for Inclusive Practice: Perspectives from CEEDAR; Nancy L. Corbett, Lois Kimmel, and Paul Sindelar.Chapter 25. History and Progress of the Ohio Deans Compact on Exceptional Children; Cassondra M. Faiella.Chapter 26. The Effect of State Policy on the Educational Environments of Students with Disabilities; Rebecca Watts.Chapter 27. Partnership for Statewide Improvement of Educator Preparation; Beverly Sande.About the Authors.Index.