Creating Inclusive Schools for All Students

Autor/inn/en	Causton-Theoharis, Julie; Theoharis, George
Titel	Creating Inclusive Schools for All Students
Quelle	In: School Administrator, 65 (2008) 8, S.24-25 (2 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6439
Schlagwörter	School Restructuring; Inclusive Schools; Intervention; General Education; Learning Disabilities; Educational Improvement; Educational Change; Mainstreaming; Elementary Schools; Change Strategies; Educational Environment; Educational Philosophy; Equal Education; Special Needs Students; Regular and Special Education Relationship + Suchen Sie Ihr Suchwort? Schulreformplan; Schulumwandlung; Inclusive school; Integrative Schule; Allgemein bildendes Schulwesen; Allgemeinbildung; Learning handicap; Lernbehinderung; Teaching improvement; Unterrichtsentwicklung; Bildungsreform; Elementary school; Grundschule; Volksschule; Lösungsstrategie; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Bildungsphilosophie; Erziehungsphilosophie; Sonderpädagogischer Förderbedarf
Abstract	In this article, a former principal at Falk Elementary School in Madison, Wisconsin, describes his school's shift as it sought to create an inclusive school for all students and establish an authentic sense of belonging. Nationwide, schools and districts from Concord, New Hampshire, to Whittier, California, and from Cambridge, Massachusetts, to Charlotte, North Carolina, are undertaking inclusive school reform with positive results. Schools become inclusive for various reasons--the legislative mandate of the Individuals with Disabilities Education Act, pressures to meet adequate yearly progress, advocacy from families and the vision of school leaders. Inclusion and belonging are seen as essential conditions for educating each child. At Falk Elementary, implementing an inclusive philosophy meant no self-contained special education classrooms, no resource room pullout programs, no kids sent to other schools. All kids--kids with significant disabilities, kids with autism, kids with serious behavior issues, kids with learning disabilities, kids in wheelchairs, kids who were high flyers, kids who were learning English--each and every child needed to be an essential member of the classroom and school community. General education teachers and specialists (special education, English as a second language, reading, etc.) had to co-plan and co-teach. The same staff was used, just arranged differently, meaning no additional funds were used. This deeply held commitment to inclusion permeated all aspects of the school--after-school programs, reading interventions, the physical arrangement of classrooms and dramatic changes on the playground. Because of its commitment to educate students together, the Falk school realized substantial achievement gains by bringing students with disabilities and others who commonly receive intervention services to the center of the discussion about school reform and to the center of the general education classroom. (ERIC).
Anmerkungen	American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10