Handbook of Effective Inclusive Elementary Schools : Research and Practice.

Cover
Half Title
Title Page
Copyright Page
Contents
Contributors
Acknowledgements
Section I. Developing and Supporting Effective Inclusive Elementary Schools
	References
1. Time to Support Inclusion and Inclusive Schools
	Setting the Stage
	Current Trends Regarding Inclusion
		Considerations Regarding the Definition of Inclusion
		The Current Status of Inclusive Placements in the U.S.
	Academic and Post-School Outcomes for Students with Disabilities
	Emerging Directions Related to School Improvement
		Research and Practice Related to District-Wide School Improvement
	Conclusion
	References
2. Principal Actions in Effective Inclusive Schools: A Review of Elementary Case Studies
	Setting the Stage
		Special Education Policy in the U.S.
		Defining Inclusion and Inclusive Leadership
		Potential Barriers to Inclusion
	What Do We Know Based on Research?
		Method
			Selection Criteria
			Definition of Inclusive Principal
			Definition of Case Study
			Search Criteria and Procedures
			Case Study Analyses
		Overview of Studies
		Findings: Principal Actions that Support Inclusive Schools
			Shared Their Commitment to an Inclusive School
			Redesigned the School for Inclusion
			Increased Capacity for Inclusion
			Supported Collaboration and Effective Instruction
			Monitored Inclusive Progress and Outcomes
		Discussion
	Setting the Course for Effective Inclusion
		Implications for Leadership and Teacher Preparation
			Principal Preparation
			District and State Leaders
			General and Special Education Teachers
		Implications for Research
	Conclusion
	Notes
	References
3. The Roles of Teachers in Effective Inclusive Elementary Schools
	Setting the Stage: The Importance of Shared Conceptions of Teachers' Roles
		Effective Inclusive Schools
		Conceptual Foundation: Role Theory
	What Do We Know from Research and the Wisdom of Practice?
		Conceptions of Role within Policy and Scholarly Guidance
		Special and General Educators' Roles in Effective Inclusive Schools
			Instructors
			Special Educators
			General Educators
			Collaborators
			Special Educators
			General Educators
			IEP Case Managers
			Factors Shaping Educators' Conceptions and Enactment of Their Roles
			Individual Factors
			Beliefs
			Teacher Knowledge and Expertise
			Contextual Influences on Roles
			Service Delivery Model
			Working Conditions
			Administrators
			Curricula
			Schedules
			Evaluation Instruments and Procedures
			School Poverty
			Potential Outcomes of Special Educators' Roles
			Burnout and Attrition
			Special Educators
			General Educators
			Instruction
	Setting the Course for Effective Inclusion
		Future Research
			Conceptions and Enactment of Roles
			Factors Shaping Teachers' Conceptions and Enactment of Their Roles
			Research Methods
		Implications for School and District Leaders
		Implications for Teacher Education
		Recommendations for Teachers
	Conclusions
	References
4. The Role of Teacher Education in Effective Inclusive Elementary Schools
	Setting the Stage
		Caveats
		Preparation of General and Special Education Teachers for Inclusion
			Historical Perspectives on Special Education Teacher Preparation
			Role of Collaboration in Teacher Preparation for Inclusion
			Intersections between General and Special Education in Teacher Education Teform
			Other Lessons Learned
	What We Know from Research and Professional Wisdom
		Which Preservice Teacher Preparation Practices Make a Difference?
		Research Priorities in Special Education
		Dynamic Research Model to Address Educational Marginalization.
		Other Important Research Findings
			Some Teaching Practices are More Effective than Others
			A Research-to-Practice Gap Exists in Teacher Education
			Professional Wisdom Plays an Important Role in Implementation
			Evidence-based Practice and Practice-based Evidence are Important
		A Proposed Model of Research and Professional Wisdom Interplay
		Research Summary
	Setting the Course for Effective Elementary Inclusion
		Practice-based Teacher Education
		An Illustrative Example
			Broad Curriculum Revisions
			Curricular Alignment Around High Leverage Practices
			Developing a Framework
			PDS Pilot Project
	Conclusion
	References
5. The Role of Professional Development in Effective Inclusive Elementary Schools
	Setting the Stage
		Defining Professional Development (PD)
		Effective Features of PD
	What Do We Know Based on Research and the Wisdom of Practice?
		Professional Development and Teacher's Beliefs and Attitudes
		Professional Development and Teachers' Knowledge and Instructional Practices
			Academic Content Areas
			Literacy
			Mathematics
			Collaboration and Co-Teaching
			Classroom and Behavior Management
			Technological Advancements
			Content Acquisition Podcasts
			eCoaching and Bug-in-Ear Technology
			Virtual Classroom Simulations
			Video Analysis
	Setting the Course for Effective Inclusion
		Advancing Research
		Advancing Practice
			Implications for School and District Administrators
			Implications for Policy-makers
		Advancing Professional Development Coherence and Capacity
	Conclusions
	References
Section II. Effective District, School, and Classroom Frameworks and Interventions
	References
6. Supporting Inclusive Practices with Multi-Tiered System of Supports
	Setting the Stage
		Overview of Multi-tiered System of Supports (MTSS)
			Defining the Intervention
			A Continuing Problem in Need of Solving
			A Continuing Search for Solutions
			Continuing Areas in Need of Change
		MTSS as an Inclusive Practice
		Moving On
	What We Know Based on Research
		MTSS as a Tiered Service Delivery Model
			Impact on Students, Systems, and Practices
		Next Steps for Effective and Inclusive MTSS
	Setting the Course for Effective Inclusion
		Supporting the Practice
			Essential Components of MTSS
				Feedback from the Field
					Challenges
					What is Working
					How Research Can Help
		Supporting People
			It Takes Skills
				Purposeful Development
				Feedback From the Field
					Challenges
					What is Working
					How Research Can Help
		Supporting Systems
			Developing a Network
				Learning from Doing
				Feedback from the Field
					Challenges
					What is Working
					How Research Can Help
		Make it Happen
	Final Thoughts
	References
7. Supporting Inclusive Practices With Positive Behavioral Interventions and Supports
	Setting the Stage
		Why PBIS?
			Relationship Between Academic and Behavioral Success
			Limitations of Other Approaches
			Shifting Focus to Positive, Preventative, and Proactive Support
		What is PBIS?
			Multi-Tiered Prevention Framework
			Critical Features of PBIS
			Outcomes
			Data
			Collect Relevant Student Data
			Focus on Implementation Fidelity
			Use Data to Drive Decisions
			Communicate Data
			Practices
			Evidence-Based
			Culturally Relevant
			Adaptable
			Feasible
			Inclusive
			Relevant
			Systems
			Critical Features
			Establish School Leadership Teams
			Provide District-Supported Training
			Support School-Based Coaching
			Support Local Implementation Demonstrations
			Provide District Organizational Supports
			Considerations for Systems to Support Implementation
	What Do We Know Based on Research?
		What Is the Evidence-Base Supporting PBIS?
			Evidence Supporting Tier 1
			Evidence Supporting Tier 2
			Evidence Supporting Tier 3
		What Specific Factors Support Schools in Maximizing and Sustaining Outcomes?
			District-Wide Support
			Active School Leadership Team that Shares Data with Faculty
			Importance of Implementation Fidelity
			Emphasis on Classroom-Level Implementation
	Setting the Course for Effective Inclusion
		Key Lessons for Practice
			Differentiate Tier 1 Support
			Coordinate Supports within the Continuum
			Adopt a Strengths-Based, Person-Centered Approach
		Additional Research is Needed
	Final Thoughts
	References
8. The Form and Function of Data Teams in Inclusive Schools
	Setting the Stage
		The Promise of Data Teams
		The Evolution of Data Teams
			Data teams to Support Individual Students
	What Do We Know Based on Research?
		The Function of Data Teams
			Individual Student Support
			Systems Level Support
			Communication and Coordination
		The Form of Data Teams
			Meeting Foundations
			Roles and Responsibilities
			Decision-Making Process
	Setting the Course for Effective Inclusion
		Rationale for District-Wide Support
			Integrating District Support
			Integrating Coaching Support
			Integrating Coaching with Training and Professional Development
	Conclusion
	References
9. The Role of High Leverage Practices in Effective Inclusive Elementary Schools
	Setting the Stage
		Teacher Development
		Practice-Based Teacher Education
		Moving On
			Caveats
	What Do We Know About HLPs Based on Research?
		HLPs Defined
		HLPs in General Education
		HLPs in Special Education
		HLPs for Inclusive Classrooms
		Nature of Research on HLPs
		Nature of Professional Wisdom Regarding HLPs
	Setting the Course for Effective Inclusion
		Benefits of Using HLPs for Improving Teacher Practice
		Models for Using HLPs for Improving Teacher Practice
		Tips for Using HLPs for Improving Teacher Practice
		Case Examples of Using HLPs for Improving Teacher Practice
			Case A: Overhauling a Teacher Preparation Program
			Case B: Infusing HLPs into an Existing Teacher Preparation Program
			Case C: Using HLPs to Frame PD in P-12 Schools
		Getting Started Where You Are
	Conclusion
	References
10. Effective Literacy Instruction in Inclusive Schools
	Setting the Stage
	What Do We Know Based on Research and the Wisdom of Practice?
		Importance of Planning and Coordination
			Allocation of Staff Resources
			Using Small Group Instruction for Differentiation and Individualization
			Varying Size, Time, and Content in Small Groups According to Need
		Importance of Data-Based Decision Making
		Importance of Professional Development for Optimal Reading Outcomes
			Informed Professional Development
	Setting a Course for Effective Inclusion
		Phonological and Phonemic Awareness
			Elements of Effective Phonological Awareness Instruction
			Assessing Phonological Awareness to Target Instruction
		Phonics and Word Recognition
			Characteristics of Effective Phonics Instruction
			Irregular Word Reading Instruction
			Advanced Decoding and Word Analysis Skills in Upper Elementary
			Importance of Using Decodable Text
			Assessment of Phonics and Word Recognition
		Fluency
			Explicit Fluency Instruction and Practice
			Assessment of Fluency
		Vocabulary
			Language and Vocabulary Development through Read-Aloud
			Explicit Vocabulary Instruction
			Explicit Morphology Instruction
			Assessment of Vocabulary
		Comprehension
			Comprehension and Language Development
			Comprehension Strategy Instruction
			Assessment of Comprehension
	Final Thoughts
	References
11. Creating Opportunities for Struggling Mathematics Learners in Inclusive Schools
	Setting the Stage
		Factors Affecting Students' Mathematics Learning
		Collaboration Between Mathematics Education and Special Education
		Support Systems, EBPs, and HLPs
	What Do We Know Based on Research?
		RTI Implementation
		Strengthening Teachers' Mathematics Knowledge for Teaching
			High Leverage Practices in Mathematics
			TeachingWorks HLPs
			Formulating and Presenting Tasks and Questions
			Listening to and Interpreting Student Ideas
			Developing Additional Questions, Prompts, and Tasks
			HLPs in Special Education
			Knowledge
			Skills
			Formulating Target CMS
			Explicitly Teaching CMS Use
			Maintaining and Generalizing the Use of Learned CMS
		Strengthening Students' Mathematics Knowledge
			Inclusive Education from a Mathematics Education Perspective
			RTI and Research-Based Practices in Mathematics
			RTI and Research-Based Intensive Interventions in Mathematics
			ROOTS
			Fusion
			Precision Mathematics Level 1
			A Tier 3 Intervention
	Setting the Course for Effective Inclusion
	References
12. Writing in Inclusive Elementary Schools: To Be a Writer or Not to Be a Writer
	Setting the Stage
		All That Glitters is Not Gold
		Instructional Context
		Instructional Content
	What Do We Know Based on Research? What is Past is Prologue
		Transcription Skills
		Instructional Approaches for Transcription Skills
		Sentence Construction
		Instructional Approaches for Sentence Construction
		Written Expression
			Instructional Approaches for Written Expression
			Self-Regulated Strategy Development
			Story Writing
			Opinion Writing
			Informative Writing
		Writing from Text Sources
		Instructional Approaches for Writing from Text
	Setting the Course for Effective Inclusion
		Transcription Skills
		Handwriting
		Spelling
		Word Processing
		Sentence Construction
		Simple Sentence Structure
		Simple and Complicated Sentence Structures
		Written Expression
		Writing in the Content Classroom
		Argumentative Writing
		Revising and Editing
		Note-Taking
		Alternative Modes of Composing
	We Know What We Are, But Know Not What We May Be And When I Am Forgotten...Say, I Taught Thee
	References
Section III. Effective Frameworks and Interventions for Students with Severe Disabilities
	Reference
13. Access to the General Education Curriculum
	Setting the Stage
	What Do We Know Based on Research?
		Instructional Strategies
			Embedded Time Delay Instruction
			System of Least Prompts
			Multiple Exemplars
			Graphic Organizers
			Task-Analytic Instruction
			Technology
		Delivery of Instruction
			Peer Tutors
			Paraprofessionals
			General Education Teachers
	Setting the Course for Effective Inclusion
		Universal Design for Learning
		Guidelines for Choosing an Instructional Strategy
		Summary
	References
14. Planning for Effective Inclusive Instruction in Core Content
	Setting the Stage
	What Do We Know Based on Research?
	Setting the Course for Effective Inclusion
		Planning for Effective Inclusive Instruction in Core Content
			Learning Intentions
			Success Criteria
			Provide Meaningful Context
			Explicit Instruction of Key Vocabulary
			Predictable Learning Structures
	Conclusion
	References
15. Alternate Assessments and Monitoring Student Progress in Inclusive Classrooms
	Setting the Stage
		High Expectations for Academic Instruction and Assessment in the Classroom
		The History of Academic Assessment for Students with Extensive Support Needs
			Assessment Methods
			Assessment Results
		Current Issues and Needs for Academic Assessment Information
	Research-based Progress Monitoring Methods of Student Performance
		Progress Monitoring
			Multi-Tiered System of Supports (MTSS) and Response to Intervention (RTI).
			Formative Assessment
			Curriculum-Based Measures (CBM)
			Data-Based Decisions
		Standards-Based Grading
		Influence of Technology on Assessment Practices
	Setting the Course for Effective Instruction
		Assessment and Data Collection in Inclusive Classrooms
			Formative Assessment Examples with Students with ESN
		Using Assessment Data
		Standards-Based Grading
		Using Universal Design for Learning to Design Formative and Summative Assessments
	Final Thoughts
	Note
	References
16. Supporting Inclusion Through Peer Support
	Setting the Stage
		Supports and Belonging as Critical Dimensions of Inclusion
		The Social Lives of Students with Severe Disabilities
		Over-Reliance on Individually Assigned Paraprofessional Support
		The Power of Peer Support
	What Do We Know Based on Research?
		Intervention Models involving Peers
			Class-wide Approaches
			Peer Network Interventions and Recess-Based Interventions
			Peer-Mediated Instruction and Peer Support in Classroom Settings
		Outcomes of Peer Support Interventions
			Social-Related Benefits for Students with Disabilities
			Academic-Related Benefits for Students with Disabilities
			Benefits for Peers without Disabilities, Teachers, and Classrooms
	Setting the Course for Effective Inclusion
		Important Components of Interventions Involving Peers
			Strengths-Based Approach to Disability
			Collaborative Planning and Implementation Among Educators
			Meaningful and Motivating Shared Activities
			Communication Support for Students with Disabilities
			High-Quality Adult Support
		Supporting Implementation of Peer Support Interventions
	References
17. Collaborative Teaming for Effective Inclusive Education for Students with Severe Disabilities
	Setting the Stage
		Student and Collaborative Team Vignettes
		Legal Mandates Relevant for Collaboration
		Foci for Additional Chapter Sections
	Research on Collaborative Teaming and the Wisdom of Practice
		Models of Teaching: Isolative and Collaborative
		Collaborative Teaming Practices in the Research
			Embedding Instruction
			Communication Across Providers of Instruction
			General Education Classmates on Collaborative Teams
		Co-Teaching
		Teaming Processes
		Multiple Collaborative Teams
		Key Factors for Collaborative Teams for Students with Severe Disabilities
			Members with Relevant Expertise
			A Common Vision of Services for All Students
			Shared Ownership and Responsibility
			Role Release
			Ground Rules for Team Functioning
			Only as Special as Necessary
	Challenges to Effective Collaborative Teaming
		Differences in Professional Development
		Mindsets and Beliefs
		Team Functioning
		Multi-level Administrative Support and Infrastructures for Collaborative Teaming
	Collaborative Teaming and Identifying Instructional Content
	Collaborative Teaming and Providing Effective Instruction
		Systematic Adaptations for Instruction on Grade-Level Content Standards
		Embedded Essential Skills
		Planning and Implementing Effective Instruction with Evidence-based Practices
		Addressing Differences in Perspectives on Collaborative Teams
		Multi-tiered Systems of Supports
		Assessing Progress
	Conclusion
	References
18. Intensive Behavioral Support
	Setting the Stage
		Emergence of Functional Behavioral Assessment
		Linking Assessment and Intervention
		Educational and Social Inclusion as Primary Outcomes
	What Do We Know Based on Research
		How to Conduct Functional Behavioral Assessments
		Using FBAs to Develop Intensive Behavioral Supports
	Setting the Course for Effective Inclusion
		Professional Development and Consultation
		Databased Decision Making
		Support as a Team-Based Effort
		Outcomes Drive Intervention Goals
	Summary
	References
19. The Potential for Developing and Supporting Self-Determination in Early Childhood and Elementary Classrooms
	Setting the Stage: What is Self-Determination and Why is it Important
		What is Self-Determination?
		Causal Agency Theory
			Essential Characteristics of Self-determined Actions
			Volitional Action
			Agentic Action
			Action-Control Beliefs
		Development of and Supports for Self-Determination across the Life Course
	What Do We Know Based on Research?
		Why Self-Determination?
		Creating Autonomy-Supportive Environments
		Teaching and Creating Opportunities for Self-Determination Skills
			Choice-Making
			Problem Solving
			Self-Management and Self-regulation
			Goal Setting and Attainment
			Decision-making and Self-advocacy
		Self-Determined Learning Model of Instruction (SDLMI)
	Setting the Course for Effective Inclusion
		Creating Autonomy-Supportive Classrooms and Teaching Self-Determination Skills
			Implementation of the SDLMI
		Building Tiered Supports
		Engaging Families and Promoting Culturally Sustaining Practices
	Conclusion
	References
Section IV: Systematically Developing Effective Inclusive Schools Now and in the Future
20. Support for District Change and Improvement
	Setting the Stage
	What Do We Know Based on Research and the Wisdom of Practice?
		Key District Functions for Supporting School Implementation
			District Leadership Teaming
			Executive Functions
			Stakeholder Engagement
			Funding and Alignment
			Policy
			Workforce Capacity
			Implementation Functions
			Training
			Coaching
			Evaluation
		Local Implementation Demonstrations
	Increasing District Capacity to Support School Practices
		Measurement of District Capacity
			District Capacity Assessment
			District Systems Fidelity Inventory
		Creating a Comprehensive Evaluation Plan
		Processes for Increasing Capacity
	Setting the Course for District Change
		Recommendations for Practice
			Leadership Teaming
			Stakeholder Engagement
			Funding and Alignment
			Policy, Systems, and Workforce Support
			Professional Development: Training and Coaching
			Evaluation
			Local Implementation Demonstrations
		Recommendations for Research
	Conclusion
	References
21. Support for School Change and Improvement
	Setting the Stage
		Implementation Science Introduction
	What Do We Know Based on Research and the Wisdom of Practice?
		Effective Practices
			Usable Innovation
		Effective Implementation
			Implementation Drivers
			Implementation Stages
			Exploration
			Installation
			Initial Implementation
			Full Implementation
			Key Characteristics of Implementation Stages
		Enabling Context
			Implementation Teams
			Improvement Cycles
	Setting the Course for Effective Inclusion
		Case Illustration
			School Demographics
			Exploration Stage
			Installation Stage
			Initial Implementation
			Full Implementation
		Recommendations for Research
	Conclusion
	References
22. Supporting Learners from Culturally and Linguistically Diverse Backgrounds
	Setting the Stage
		Current Demographics
		Inclusion for All
	What Do We Know Based on Research and the Wisdom of Practice?
		Promising Practices: Build an Evidence-based Case for Improving Practice
		Family Engagement
		Inequitable Achievement and Opportunities to Learn
		Teacher Factors
		Evidence-based Culturally Responsive Teaching Practices
		Assessment to Inform Instruction
		Referrals for Special Education
		Evaluation and Identification
		Discipline Disparities
		Vulnerable Decision Points
		PBIS as a Structure
		Culturally Responsive Behavior Supports
	Setting the Course for Effective Inclusion
		Family Engagement
		Referrals and Identification
		Appropriate Evaluation
		Instruction and Assessment
		Behavior Support
	Conclusion
	Notes
	References
23. Using Technology to Support Effective Inclusive Elementary Schools
	Setting the Stage
		Context of Technology Integration into Elementary School Instruction
		Definitions of Technologies in Elementary Education
		Assistive Technologies, Instructional Technologies, and Universal Design for Learning
			Assistive Technology
			Universal Design for Learning (UDL)
			Relationship between AT and UDL
		Advanced Organizer for the Chapter
	What Do We Know Based on Research and the Wisdom of Practice?
		Teaching with Technology Through the UDL Framework
		Technology Applications in Inclusive Elementary Content Areas
			Reading Instruction
			Math Instruction
			Science, Technology, Engineering, and Mathematics (STEM)
		Barriers to Technology Use in Inclusive Elementary Settings
		Emerging Technologies in the Elementary Classroom
			Digital Notetaking Devices
			Mobile Learning
			Augmented Reality
			Virtual Reality
	Setting the Course for Effective Inclusion
		Decision-making Guidance for Technology Use
		High Leverage Practices in Planning Technology-rich Instruction in Elementary Education
		How Do Teachers Use Technology to Support Inclusive Practices: An Illustrative Case
		Implementing the ISTE Educator Standards: Elementary Teacher as Lead Learner
			ISTE Educator Standard 1 (Learner)
			ISTE Educator Standard 2 (Leader)
			ISTE Educator Standard 5 (Designer)
		Leveraging Learning Communities to Sustain and Extend Learning and Using Technology
			Using Social Media Affinity Groups
			School-based Community of Practice
	Conclusion
	References
24. Supporting Inclusion and Inclusive Schools
	Shining a Light on Education Progress
		Are Students Performing Better Now than in the Past?
		Intractability of Achievement Gaps
		Are Conditions for Students with Disabilities Better Now than in the Past?
		Intractability of Achievement Gaps for Students with Disabilities
		It Is All in How You Look at It
		Looking Beyond Achievement
	Why Goals are Sometimes Not Achieved and Why Interventions Fail
	Thinking about Conditions for Change
		Focusing on Leadership
		Focusing on Instruction
		Focusing on Collaboration
		Conclusion
	References
Index