The tools you need to build meaningful inclusive practices into your education program
Featuring materials relevant to all stages of implementation, The Inclusion Toolbox is an all-in-one resource that combines research-based strategies and practical tools to help you design and implement a truly inclusive education program. You’ll discover:
- Step-by-step plans for implementing new programs
- Guidance on how to strengthen existing inclusive programs
- Strategies to empower and involve families, students with disabilities, and their peers
- Tools to assess student interests and develop adaptation plans
With user-friendly online resources and practical strategies, this comprehensive guide will help you make inclusion a reality!
|Edition description:||New Edition|
|Product dimensions:||8.40(w) x 10.90(h) x 0.80(d)|
About the Author
Jennifer A. Kurth, Ph.D. is an Assistant Professor of Special Education at the University of Kansas. Her academic interests include methods of implementing inclusive education, including methods of embedding critical instruction within the context and routines of general education while providing appropriate supports and services for individual learners. She also studies how teacher candidates develop their dispositions and skills in inclusive practices. Jennifer’s research interests in inclusive education also include examining outcomes of inclusion in terms of skill development and quality of life indicators for students with disabilities. Prior to coming to the university, Jennifer was an inclusion facilitator for students with mild to severe disabilities at both the elementary and secondary levels.
Megan Gross is a special education teacher in San Diego, California. She has taught and facilitated inclusion for students at both the elementary and secondary level. Her professional interests include developing curricular modifications to increase student access to general education and facilitating professional development for paraprofessionals. Megan has presented at regional and national conferences and has previously published an article in The Journal of the International Association of Special Education.
Table of ContentsList of PicturesPrefaceAcknowledgmentsAbout the AuthorsPart I: Setting Up Inclusive Education1. Introduction to Inclusion What is inclusive education? What is successful inclusion? How do I start an inclusion program? How do I maintain an inclusion program? What are the tools in this book? Why is this book divided into three parts?2. Leadership for Inclusive Schools What Inclusive Education Leadership Looks Like Advocating for Students and Inclusion Demonstrating Excellence Developing a Vision for Students and Inclusive Education Conclusion3. Supporting Paraeducators to Facilitate Inclusive Education Hiring New Paraeducators Preparing a Newly Hired Paraeducator Creating Staff Binders Staff Binder Organization Communicating With Paraeducators Evaluating Paraeducators Conclusion4. Scheduling for Successful Inclusion Strategies for Scheduling the IEP Meeting Developing Student Schedules Developing Comprehensive Student Schedules Developing Staff Schedules Substitute Schedules ConclusionPart II: Implementing Inclusive Education5. Implementing Inclusive Instruction Collaboration Strategies to Implement the IEP Grading Students in Inclusive Settings Embedded Instruction Inclusive Instructional Plans Data Collection and Progress Monitoring Conclusion6. Engaging Students and Families Introduction Person-Centered Planning Family Involvement Home-School Communication Engaging Families in Preparing for the IEP Ability Awareness Conclusion7. Collaborating With General Educators and Related Services Providers Communicating IEP Information Determining Team Member Roles Identifying Roles in the Classroom Communicating About Curriculum Communicating About a Student’s Day Troubleshooting Collaboration Conclusion8. Social Facilitation Strategies for Inclusive Settings Peer Involvement and Age-Appropriateness Social Inclusion Strategies (Elementary) Social Inclusion Strategies (Secondary) What to Do If the School Doesn't Offer an Activity That Is Accessible or Interesting to a Student Strategies for Accommodating Student Involvement Conclusion9. Academic Access and Participation General Adaptations and Universal Design Creating Specific Adaptations Develop a List of Common Needs: Adaptations Checklist In-Advance Adaptations What About “On-the-Fly” Adaptations? So What Is a “Good” Adaptation? Conclusion10. Supporting Positive Behavior in Inclusive Settings Functional Behavior Analysis Behavior Intervention Plan Reinforcement Token Economy Systems Behavior Support Strategies Self-Monitoring Conclusion11. Transition Planning Transitioning to a New Teacher or School Transitioning to Elementary School Transitioning to Middle School Transitioning to High School Inclusive Community-Based Instruction What does IDEA say? Developing an ITP Educating Parents Implementing ITPs ConclusionPart III: Expanding Inclusive Practices12. Co-Teaching Co-Teaching Models Starting a Co-Teaching Relationship Day-to-Day Implementation of Co-Teaching Plans for Problem Solving Conclusion13. Peer Supports What Are Peer Supports? Cross-Age Tutors Peer Tutors Matching Tutors and Tutees Conclusion14. Student-Led IEPs Rationales for Student-Led IEPs Strategies for Parents Strategies for Educators Strategies to Prepare for the Meeting Strategies During the Meeting Strategies After the Meeting Conclusion Rationales for Inclusive Related Services15. Inclusive Related Services Strategies for Related Service Providers Strategies for Educators Strategies for Parents Conclusion16. Concluding Thoughts Fuel for the Journey Food for ThoughtReferencesIndexTools AppendixResources Appendix