ABSTRACT
Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.
TABLE OF CONTENTS
part |2 pages
SECTION I Organizational and Systemic Perspectives on Effective Inclusive Schools
part |2 pages
SECTION II Effective Inclusive Schools for Students with High Incidence Disabilities
part |2 pages
SECTION III Effective Inclusive Schools for Students with Severe Disabilities
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SECTION IV Supporting Effective Inclusive Schools: Emerging Trends and Future Directions