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.
Keywords: Special Educational Needs, creating successful public schools, ideas for improving, educating students in public schools, healthy working relationships among faculty and staff, all school staff in a shared mission, collaborative culture in school, Universal Design for Learning (UDL), positive behavior supports (PBS), professional development activities with teacher input, co-taught classrooms, special education, exceptional education, special needs students, special needs kids, special needs children, exceptional children, autism, asperger's, asperger, PDD-NOS, ADHD, ADD, attention deficit hyperactivity disorder, special needs parents, exceptional parent, special ed, exceptional ed, special education administrator, special ed administrator, special ed teacher, special education teacher, special educator, inclusive classroom, differentiated classroom, differentiated instruction, dyslexia, learning disabilities, mental retardation, cognitive deficits, moderate to severe, mild to moderate, low-incidence, high-incidence, executive function, co-teaching, principal, due process, staying out of due process, special education lawsuit