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Leading for All
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Leading for All
How to Create Truly Inclusive and Excellent Schools



January 2021 | 224 pages | Corwin

Develop inclusive and equitable school communities where all learners thrive

Research has shown that inclusive education results in better academic outcomes for ALL students, not just those identified with disabilities, by promoting self-efficacy, improving social and emotional health, and consistently implementing research-based instructional strategies. Still, many schools rely on deeply ingrained, segregated practices that fail to serve all students.

Leading for All is a practical guide that provides a clear pathway for educators to develop a more inclusive school community from start to finish. Authors Jennifer Spencer-Iiams and Josh Flosi share lessons learned from spending nearly a decade building district schools where all students are served in their neighborhood school and in classrooms with their general education peers.

Features include:

  • Three focus areas to guide change: Creating Inclusive Cultures, Improving Instructional Practices, and Increasing Student Voice
  • 7 Components of Inclusive and Equitable Learning Communities
  • Supporting resources for promoting inclusion throughout the school day, including co-curricular activities and transportation
  • Stories of real students and teachers and the actions that impacted their success

Educators and school leaders want to create inclusive and excellent educational experiences for all students, but they do not always know how to proceed. Leading for All provides a model, stories, strategies, and clear evidence that it can be done effectively.

 
Foreword by Paula Kluth
 
Acknowledgments
 
About the Authors
 
Introduction
 
Chapter 1 - Finding Our Why
Why Inclusion?

 
Academic Research Supports Inclusion

 
Inclusion and the Whole-Child Movement

 
Equity and Social Justice

 
The Perspective of Families

 
Moving from Why to Why Not?

 
References

 
 
Chapter 2 - What We Mean by Inclusive Education
A Continuum of Inclusive Practices

 
A Summary of Changes Over the Past Eight Years

 
What Inclusion Looks Like

 
References

 
 
Chapter 3 - The Foundations of Inclusive Education
Putting Our Goals on Paper

 
Guiding Principles for Our Work

 
Kortney’s Story

 
References

 
 
Chapter 4 - Creating Inclusive Cultures
True Friendships

 
Providing Supports in the General Education Classroom

 
Shared Ownership and Co-Teaching

 
The Power of Language

 
All Students Participate in Cocurricular Activities

 
References

 
 
Chapter 5 - Improving Instructional Practices
Frameworks that Guide our Instructional Practices

 
Learning Targets

 
Engagement Strategies

 
Access to Grade-Level Content

 
Common and Consistent Data

 
Analyzing Data to Inform Instruction

 
Purpose of Evaluation

 
References

 
 
Chapter 6 - The Components of Inclusive and Equitable Learning Communities
Effective Physical Spaces

 
Teaching Common Expectations

 
Rituals, Routines, and Recognition

 
Engagement Strategies for All Students

 
Teaching Social-Emotional Skills

 
Restorative Practices

 
Relationships with High Expectations

 
References

 
 
Chapter 7 - Increasing Student Voice
Growth Mindset Revisited

 
Student Voice and Behavior

 
Augmentative and Alternative Communication

 
Students as Leaders of Change

 
Students and Their IEPs

 
References

 
 
Chapter 8 - Supporting Behavior in Inclusive Schools
All-Some-Few Thinking

 
Team “Student”

 
The Intensive Capacity-Building Team

 
Thinking Inclusively About Outside Placement

 
References

 
 
Chapter 9 - Leadership Moves to Make it Happen
Communication and Relationships

 
The Role of the Central Office

 
Salary Structures, Job Descriptions, and Union Contracts to Support Inclusive Practices

 
Structures for Professional Learning that Support Inclusive Practices

 
Structures for Leadership and Stakeholder Input

 
Partnerships with Other Districts and Outside Organizations

 
Closing Thoughts about Leadership Moves

 
References

 
 
Chapter 10 - What’s Next?
Transportation

 
Inclusive Early-Childhood Education

 
Adult Transition Services and Inclusive College Opportunities

 
Inclusive Teacher Education

 
The Mental Health System

 
Inclusive Practices in the Time of Distance Learning and COVID-19

 
Closing Thoughts

 
References

 
 
Index

"Jennifer Spencer-Iiams and Josh Flosi's journey through inclusion is quite remarkable. They chart a path we should all embrace and share the context and tools to support us effectively. They present a great shared text for teacher teams considering shifts to more inclusive practices."

Peter Dillon, Ed.D., Superintendent of Schools
Berkshire Hills Regional School District / Shaker Mountain School Union, MA

"This is a clear guide for principals, central office leaders, parents, and special education advocacy groups to use while implementing changes that foster a more inclusive environment for special education students on campus and in the community."

Dr. Anthony Mays, Senior Director of Schools Division with the Harris County Department of Education
University of Houston Downtown, TX

"Leading for All provides a clear framework that all educators should use to improve inclusive practices. The authors have a clear vision for transformational change that will create inclusive school communities which starts at the classroom level.

Ronald D. Wahlen, Director of Digital Teaching and Learning
Durham Public Schools, NC

"Leading for All is a very readable book that integrates a wide-range of current knowledge as to how to create an inclusive learning environment for all students, not just special education students. The authors take us along on their journey, recognizing that this magnitude of change is not easy but is a moral imperative, and provide us with the information to undertake such change.

Linda R. Vogel, Professor and Program Coordinator
University of Northern Colorado, CO

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ISBN: 9781071827925
£26.99