Categories

Category: inclusive education

  • Education Department changes charter school lottery rules

    1/29/14 - Strauss; Valerie

    The Education Department on Wednesday released new guidance that allows charter schools receiving federal funds to change their student admissions lotteries so that low-income and educationally disadvantaged students can have more weight in an effort to create more integrated schools.

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    Final report: How district-wide systems change impacted LRE for students with severe disabilities

    1/23/10 - Kozeski, Elizabeth B., Sullivan, Amanda L., Equity Alliance at ASU

    "This final report chronicles the outcomes of the second generation National Institute for Urban School Improvement (NIUSI), Award Number # H326B020002. Built on the previous five years of innovative work from 1997-2002 (a $5 million award), NIUSI’s second round of funding ($3.5 million) produced important results that offer a district-wide blueprint for the design and delivery of least restrictive environments and access to the general education curriculum for students with disabilities...

  • How to Differentiate Instruction in Mixed-Ability Classroom

    1/1/01 - Carol Ann Tomlinson

    How to Differentiate Instruction in Mixed-Ability Classroom reflects an extension and refinement of the elements as the right approach to educators.

  • Inclusive Education for 21st century

    1/1/00 - Peter W, Kailus; Melissa M. Dyckes; Amber W. Waheed

    This is a instructor's resource manual for Inclusive education.

  • Inclusive High Schools

    1/1/99 - Douglas Fisher; Caren Sax; Ian Pumpian

    This book is about high schools that have changed the way in which supports and services are provided to all students and about the people who who have made these changes happen.

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    LeadScape

    1/6/09 - Elizabeth B. Kozleski

    This presentation is designed to give an overview of the LeadScape project and the tools and resources developed for school leaders through the project.

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    NIUSI Accreditation Standards: A Blueprint for Inclusive Schools

    1/18/07 - Elizabeth Kozleski, Carolyn Jefferson-Jenkins , Deidre Magee, Anne Smith , Jim Lundstrom

    This tool provides a framework for assessing schools on their inclusive practices. A set of 15 standards frames governance, continuous improvement, teacher practice, student performance and family involvement. This tool is designed for use by accreditation bodies as well as by districts committed to ensuring effective early intervening as well as high quality special education services and supports.

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    Quality Indicators of Inclusive Early Childhood Programs/Practices

    1/28/11 - Cate, D., Diefendorf, M., McCullough, K., Peters, M. L., & Whaley, K.

    Overall quality measures of inclusion based on an average rating of a program, classroom or setting may not reflect the actual inclusion experience or appropriateness for individual children. Multiple measures, along with individually relevant information and periodic review, may be the best way of determining the quality of inclusion experiences and opportunities for individual children. Consideration of the actual inclusion experience of individual children, their families and peers, and...

  • Restructuring High Schools for All Students :Tking inclusin to next level

    1/1/98 - Cheryl M. Jorgensen

    This book points out many of the principles that underlie school reform and restructuring by inclusive education.

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    Schoolwide Instructional Design: Clustering students and teachers for optimal early intervening

    1/14/09 - Elaine Mulligan

    Schoolwide Instructional Design reflects a dynamic system that may change throughout the year and from year to year in response to: Students’ needs, Changes in student population, Changes in staffing.

  • TASH Connections

    1/1/05
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    Teacher learning for inclusive education: A framework for embracing diversity

    1/6/09 - Elizabeth B. Kozleski, Federico Waitoller

    This presentation covers aspects of teaching for inclusive education, teacher education, professional learning schools, and the PLS curriculum.

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    The Madison Story: Vision into Reality –Inclusive, Collaborative and Culturally Responsive Schools

    1/13/09 - Jack Jorgensen, Sue Abplanalp

    This presentation goes over the following topics: Learning About Data Purpose, Collection and Analysis to Create Change; Understanding a Process from Exclusionary Practices to Inclusionary Practices; Discovering Two Effective Change Models; Discovering Teaming Tools; Planning for the Future

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    The new digital divide: Where are our girls?

    1/16/09 - Kimberly Scott

    "Despite the presence of the first African American in America’s highest political position, this success does not necessarily cross gender and/or social class boundaries. Importantly, women of color are less likely to enter technology fields than White females (see Goode & Margolis, 2004; Margolis & Fisher, 2003; NSF, 2006) To explain this phenomenon requires consideration of how a girl’s race, gender, social class, context, and community involvement work together to create their...

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    Waiting for the bus that never comes…an analogy for inclusion in 2009

    1/21/09 - Phyllis Jones

    When I was a young girl living in the North East of England, our main form of transport out of the small town was a public bus. My family and I would sit in the bus shelter waiting for the bus to arrive with a sense of positive anticipation of the trip we were going to take. However, on occasion we would wait and the bus would not arrive at the scheduled time; sometimes the bus was late and sometimes it did not come at all. On many of these occasions, we had to return home or change our...

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    Where are All of the Students of Color in Gifted

    6/1/09 - King, K.A., Kozleski, E.B.,& Lansdowne, K, National Association of Elementary School Principals

    New strategies are opening gifted programs to culturally and linguistically diverse students. While the efforts of the Offi ce of Civil Rights have improved educational opportunities for formerly excluded and marginalized students, there is still much work to be done to address achievement gaps and to ensure that all students are provided with high-quality education.

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