The Inclusion Facilitator's Guide / Edition 1

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Inclusion facilitators are educators who do more than teach children with disabilities they advocate for change in schools and communities, sparking a passion for inclusion in teachers, administrators, and families and giving them the practical guidance they need to make it work. This is an essential new role in today's schools, and this guide prepares staff for the challenges of facilitating full inclusion. Developed by three experts from the Institute on Disability and the successful Inclusion Facilitator Training Option at the University of New Hampshire.

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Editorial Reviews

Independent Educational Consultant and Adjunct Instructor, National-Louis University, Chicago - Paula Kluth
"A must-have resource for administrators and educators committed to teaching, reaching, and challenging ALL students. I only wish this book had been around when I was a new teacher!"
Professor of Special Education and Associate Director, Beach Center on Disability, University of Kansas - Wayne Sailor
"At last . . . a real "cookbook" for educators committed to inclusive educational programs.Should be a desktop resource for both general ed and special ed teachers."
Dean, School of Education, Syracuse University - Douglas Biklen
"Will be an instant favorite for anyone interested in inclusive education .. .combine[s] a careful analysis of systems with deft attention to the lives of students and educators."
California State University, Northridge - June Downing
"Strongly values-based and exceptionally practical . . .Readers will learn what to strive for in theposition of an inclusion facilitator as well as what to avoid."
Executive Director, Jay Nolan Community Services - Jeff Strully
"A must read book for all practioners who want to [help] people live valued and desirable lives."
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Product Details

  • ISBN-13: 9781557667076
  • Publisher: Brookes Publishing
  • Publication date: 11/1/2005
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 250
  • Product dimensions: 6.00 (w) x 9.00 (h) x 0.60 (d)

Meet the Author

Cheryl M. Jorgensen is Research Associate Professor and Project Coordinator with the Institute on Disability, a University Affiliated Program at the University of New Hampshire, Durham. Since 1985, she has worked with New Hampshire schools to help them increase their commitment and capacity to include students with disabilities within the mainstream of general education. More recently, her research and systems change efforts have focused on the inclusion of students with disabilities within school reform efforts, especially at the high school level. She was Editor of the Equity and Excellence newsletter and is a coauthor of Including Students with Severe Disabilities in Schools (Singular Publishing Group, 1994) and author of numerous chapters on inclusive curriculum design.

Dr. Schuh is a Research Assistant Professor in the Department of Education at UNH. She received her master's degree in special education from Syracuse University and her doctoral degree in education from UNH. She has been with the Institute on Disability at UNH since its inception in 1987 and is the Project Investigator on numerous projects related to family and consumer leadership development and educational systems change activities in the areas of preschool, students with emotional and behavioral disabilities, higher education, and students with complex medical issues. Dr. Schuh has more than 20 years of experience in inclusive schools and communities and project management. She is working on systems change in the areas of personnel preparation, leadership development, assistive technology, and inclusive education. In addition, she teaches a course titled Introduction to Exceptionality at UNH. Dt. Schuh is the author and co-author of numerous chapters and publications related to inclusive communities and serves on the Boards of Directors of several nonprofit organizations including the Disability Rights Center. Dr. Schuh is a founding board member of the Alliance for Community Supports, an organization devoted to serving the needs of young people with emotional and/or behavioral issues through a process of wrap-around support and self-directed futures planning.She travels extensively nationally and internationally, providing technical assistance and learning from others about promoting social justice and full community participation for individuals with disabilities and their families.

Jan Nisbet, Ph.D., is also a tenured associate professor in the Department of Education at the University of New Hampshire. She received her doctorate from the University of Wisconsin in 1982. She has been conducting research and writing for the past 20 years on school restructuring and reform, transition from school to adult life, supported employment, self-determination, inclusive adult living, and aging. Dr. Nisbet is also former President of the Executive Board of Directors of The Association for Persons with Severe Handicaps (TASH), a national organization focused on improving the lives of individuals with severe disabilities and their families through research, training, and advocacy. She has published extensively in the field of severe disabilities, serves on numerous editorial advisory boards, and presents nationally and internationally. She is Principal Investigator on numerous state and nationally funded projects related to the community integration of children and adults with severe disabilities.

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Table of Contents

Introduction : the next-best thing
1 From special education teacher to inclusion facilitator : role revelations and revolutions 1
2 Ten promising practices in inclusive education : the inclusion facilitator's guide for action 25
3 Transforming hearts and minds : the inclusion facilitator's role as a change agent 65
4 Participatory decision making : the inclusion facilitator's role as a collaborative team leader 103
5 Facilitating student relationships : fostering class membership and social connections 125
6 Reconsidering assessment in inclusive education : identifying capacities and challenges within students, teams, and schools 139
7 Identifying nontraditional supports : the inclusion facilitator's role as an information and resource broker 167
8 Restructuring to support inclusive education : organizational structures that enable inclusion facilitators to succeed 183
9 Preservice education of inclusion facilitators : one university's program 197
App. A Competencies that form the foundation of the University of New Hampshire's inclusion facilitator teacher education option 209
App. B Supports for students with significant disabilities 213
App. C Agenda template for a team meeting 219
App. D Guidelines for a "day in the life" observation 221
App. E Sample functional behavior assessment 225
App. F Sample positive behavior support/intervention plan 233
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