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| The Challenge of Inclusion | |
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| Why Inclusion? | |
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| An Age of Anxiety and Resolve | |
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| The Failure of Haphazard Inclusion Policies | |
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| An Inclusion Bill of Rights | |
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| More Expected of Teachers Today | |
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| All Means All | |
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| What Is Inclusion? | |
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| Disability in Perspective | |
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| What Is Special Education? | |
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| What Supplementary and Related Services Are Included in Special Education? | |
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| Are Career-Related and Transition Services Considered Special Education? | |
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| Sorting Out the Terms Disability, Impairment, and Handicap | |
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| International Classification System | |
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| Most Students Can Be Accommodated | |
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| What Are the Major Components of Inclusion? | |
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| What Inclusion Is and Is Not | |
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| What Are the Legal Roots of Inclusion? | |
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| How Does Inclusion Relate to the Constitution? | |
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| Beyond Physical Placement | |
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| Legal Foundations of Inclusion | |
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| The Many Faces of Civil Rights: Evolution of the Term | |
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| New Expectations for Schools | |
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| Emerging Definitions of "Appropriate Placement," | |
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| A Revolution of Expectation | |
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| Supreme Court Interpretations Hasten the Development of Inclusion | |
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| Many Definitions of Inclusion | |
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| The Department of Education's Definition | |
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| Definition of Inclusion for Students with Severe Disabilities | |
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| What Social Forces Led to the Rise of Inclusion? | |
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| Changing Definition of Special Needs | |
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| The Increasing Number of Students with Disabilities | |
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| Rise in Dropout Rates | |
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| Rise in the Number of Minority Students | |
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| Tougher School Discipline Policies Impact Inclusion | |
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| The Expanding Role of Health and Human Services | |
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| National Need to Achieve Better Results | |
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| Economic Forces That Weaken Quality Inclusion Programs | |
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| Rising Academic Standards for All Students Impact Inclusion | |
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| Alternative Teacher Certification Threatens Quality Inclusion Efforts | |
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| What Is the Shared Responsibility for Inclusion? | |
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| Sharing Information About What Work | |
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| Teachers Feel Unprepared | |
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| Serving the Whole Person: Sharing the Responsibility Through Collaboration with School-Linked Human Service Agencies | |
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| It Takes a Whole School: Who Is Involved in the Process of Inclusion? | |
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| The Whole Spectrum of School- and Community-Based Personnel Must Be Involved | |
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| What Are the Major Controversies Surrounding Inclusion? | |
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| Are There Different Opinions About Inclusion? | |
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| How Can We Apply the LRE Principle? | |
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| Why Must the Least Restrictive Environment Be Mandated? | |
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| The Core of the Controversy: Age- and Grade-Appropriate Placements | |
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| What Is the Conclusion About Inclusion? | |
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| Have We Reached Consensus? | |
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| What Is the Federal Government's Position? | |
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| Not Just Another Education Reform: Summing Up | |
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| With All the Controversy, How Do We Develop a Rational Approach to Inclusion? | |
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| The Need for Balance in Defining Inclusion and the Least Restrictive Environment | |
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| Perspective on Individual Freedom and Responsibility | |
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| Firm Rules, Guidelines, and LRE | |
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| Toward a Sensible Framework for Inclusion | |
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| Framework for Rational Inclusion | |
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| Balanced Decision Making for Inclusion | |
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| Implementation Principle 1. Placement and Accommodations Are Based on Student Need and Expectation of Benefit | |
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| Implementation Principle 2. The Impact on the Classroom Is Assessed and Needed Resources Identified | |
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| Toward an Inclusion Bill of Rights | |
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| Why an Inclusion Bill of Rights? | |
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| General Education Teachers and Administrators Are Key Players for Successful System Change and Inclusion Success | |
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| Some Telling Stories: Conversations with School District Leaders in Special and General Education | |
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| What Are the Benefits and Outcomes of Inclusion? | |
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| How Does Inclusion Relate to National Educational Reform? | |
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| Why Were Students with Disabilities Excluded from Educational Reform Initiatives? | |
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| State and Local Agencies Experiment with Reform | |
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| National Educational Goals Emerge | |
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| School-to-Work Transition Services for All Youth | |
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| Why Is Inclusion Essential to Achieving the National Educational Goals? | |
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| Including All Students in Reform Goals | |
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| What Is the Philosophical Basis for Inclusion? | |
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| What Historical and Philosophical Forces Have Shaped Inclusion? | |
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| What Are the New Assumptions About Learners with Disabilities? | |
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| What Philosophical Ideas Shaped the Inclusion Movement? | |
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| The Human Potential Movement | |
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| General System Theory | |
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| Normalization, Community Integration, and Early Civil Rights | |
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| Philosophy of Individual Liberty | |
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| The Self-Determination Movement | |
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| Management Theory and Principles | |
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| What Public Policies Promote Inclusion? | |
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| Inclusion and the Goals 2000: Educate America Act | |
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| The Individuals with Disabilities Education Act (IDEA), 1997 Amendments | |
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| New Requirements for the Individualized Education Program (IEP) | |
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| The Rehabilitation Act Supports Inclusion | |
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| An Inclusive Employment Policy: The Workforce Investment Act of 1998 | |
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| The Inclusive Mandate of the Americans with Disabilities Act of 1990 | |
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| Including All Youth in Preparation for Work: The School-to-Work Opportunities Act | |
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| Ensuring Full Participation in Vocational Education: The Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 | |
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| Ensuring Fairness in the Work Place: The Fair Labor Standards Act (FLSA) | |
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| Ensuring Full Participation in Job Preparation: The Job Training Partnership Act of 1982 and Job Training Reform Act of 1993 (P.L. 97-30, P.L. 102-367) | |
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| Ensuring Equal Access and Inclusion in Postsecondary Education: The Higher Education Act | |
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| Inclusive Provisions of the National Service Trust Act of 1994 | |
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| Inclusion Is Here to Stay! | |
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| Where Are We Headed with Inclusion in the 21st Century? A Revolution of Expectations | |
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| International Covenants Protect the Educational Rights of Children | |
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| Broad Goals of the Inclusion Movement | |
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| Develop a Unified System for Education | |
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| Preserve the Rights of Full Participation in Restructured Schools | |
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| Create a Revolution of Expectations | |
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| Achieve Educational Rights Without Labels | |
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| Improve Placement and Support Processes | |
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| Improve Family Partnerships | |
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| Improve School and Community Coordination and Transition to Adulthood | |
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| Implement System Change Through a New Generation of Teachers and Support Personnel | |
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| Place New Emphasis on Reducing Youth Violence | |
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| Explore New Roles for the Business Community | |
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| Successful Strategies for Implementing Inclusion | |
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| What Are the Major Strategies for Overcoming Barriers to Inclusion? | |
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| Barriers to Inclusion | |
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| Building on Children's Strengths | |
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| What Is the Continuum of Placement Options, and Why Is It Important? | |
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| Continued Placement of Students in Segregated Settings | |
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| Inclusion Means Much More than Physical Placement | |
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| A Spectrum of Inclusion Models | |
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| One Size Cannot Fit All: Keep the Focus on Individual Need | |
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| U.S. Department of Education Defines Inclusion | |
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| Facts2About Placement in the U.S. | |
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| How Are Student Needs for Instruction and Support Evaluated, and How Is Their Progress Assessed? | |
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| Evaluation Is Required Under IDEA | |
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| Student Evaluations and Needs Assessments Are Central to Placement Decisions | |
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| Definition of Evaluation | |
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| Evaluation Requirements in IDEA | |
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| Categories of Disabilities | |
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| Parents Must Be Notified | |
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| Inclusion of Students in State and Districtwide Assessments | |
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| Additional Laws Supporting Evaluation and Assessment of Students with Disabilities | |
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| School-to-Work Laws Require Student Assessments | |
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| Related Services That Support Evaluation and Performance Assessment | |
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| Increasing the Inclusion of Students with Disabilities and Limited English Proficiency in the National Assessment of Educational Progress (NAEP) | |
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| NAEP's Approach Before 1995 | |
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| Ongoing Research Studies on Inclusion Issues | |
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| Effects of the Student's Environment on Individual Performance | |
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| Changing Needs of Students | |
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| Team Assessment of Individual Student Progress | |
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| Translating Student Evaluation Information into Individual Performance Goals in the General Education Classroom | |
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| Evaluation and Assessment to Promote Self-Determination | |
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| Prioritizing Student Needs at the Whole-School Level | |
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| Unfortunate Realities of Inclusion Initiatives | |
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| What Does Inclusion Mean for Teaching and Learning? | |
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| Establishing Clear Expectations | |
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| Relating Classroom Accommodations to Functional Areas | |
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| Teacher Planning Time - An Essential Element | |
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| Social Relationships and Inclusion: Creating the Sense of Belonging | |
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| Social-Cognitive Skill Development | |
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| The Teacher's Power to Model Acceptance | |
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| Modifying the Physical Classroom to Support Inclusion | |
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| Enriching Classroom Resources with Community-Based Materials | |
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| Cooperative and Team Teaching for Successful Inclusion | |
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| IDEA Requires That Teachers Be Prepared for Cooperative Teaching | |
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| Cooperative and Team Teaching Arrangements | |
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| How Teachers Manage Their Time in the Teamed Classroom | |
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| Characteristics of an Effective Collaborative Team | |
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| What Curriculum Modifications and Instructional Strategies Are Considered Best Practices for Inclusion Classrooms? | |
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| The Impact of New Performance Standards on Inclusion | |
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| Student Outcomes, Instruction, and Curriculum | |
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| Inclusion and the Curriculum | |
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| A New View of the Learner | |
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| New Ideas About Intelligence Are Central to Curriculum Modification | |
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| Relating New Concepts of Intelligence to Teaching and Curriculum | |
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| Math, Science, and Inclusion | |
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| Curriculum Design for Inclusion | |
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| The Modular and Thematic Approaches to Instruction | |
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| Multilevel Instruction | |
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| Social Aspects of the Curriculum | |
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| Classroom Modifications | |
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| Modifying Instruction | |
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| Partners for Instructional Modification | |
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| Summary of Adaptations and Accommodations at the Secondary Level | |
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| Curriculum Modifications | |
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| Classroom Modifications | |
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| Equipment Modifications | |
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| Instructional Modifications | |
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| Supplemental Personnel and Services | |
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| Assessing Student Achievement in Effective Inclusive Schools | |
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| Modifications in Student Assessment | |
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| What Support Services Are Needed for Inclusive Classrooms? | |
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| Support Services and Special Education | |
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| What Are Supplementary and Support Services? | |
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| What Are Related Services? | |
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| What Is the Role of the Interdisciplinary Team and the Student in the IEP and Inclusive Placement? | |
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| New IEP Requirements Under IDEA Support Student Involvement in the General Education Curriculum | |
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| A Statement of Commitment: General Purpose of the IEP for Students in Public and Private Educational Settings and for Students Who Move Between LEAs | |
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| Who Participates in the IEP and What Is the Parent's Role? | |
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| Functions of the IEP | |
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| What Is the Difference Between the IEP and a Section 504 Plan? | |
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| Deciding a Student's IEP | |
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| The Student and the IEP: Building Self-Determination of the Student | |
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| Student and Parent Participation in the IEP | |
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| How Can Disagreements Be Resolved Between Parents and Team Members in Regard to Placements or IEP Goals? | |
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| How Involved Should Students Be in Their IEP Meetings | |
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| Toward Self-Determination: Student-Led IEP Meetings | |
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| Circle of Commitment: The Interdisciplinary Team Planning and Coordination for Inclusion | |
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| Service Coordination and the Student's IEP | |
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| Information and Referral for Classroom Placement | |
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| Review and Initial Assessment of Student Needs | |
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| Diagnosis and Evaluation of Disability and Educational Needs | |
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| Planning and Development of the IEP | |
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| Coordination and Linking of Support Services | |
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| IEP Monitoring and Follow-Along | |
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| Inclusion of Advocacy and Support | |
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| Evaluation of Inclusion and Student Follow-Up | |
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| Why Is Inclusion Coordination Important? | |
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| What Is an Appropriate Class Size for Inclusion and Classroom Management? | |
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| Class Size Becomes a Focus for the Nation | |
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| Class Size and Successful Inclusion | |
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| National Education Association Recommendations | |
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| Considerations in Determining Ration of Students with Disabilities to Nondisabled Students | |
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| Class Size, Classroom Management, and Discipline | |
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| New Discipline Requirement Under IDEA 1997 | |
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| The Stay-Put Requirement | |
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| Further Requirements | |
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| Strategies for Managing Large Inclusive Classrooms | |
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| Team Teaching: Sharing the Responsibility | |
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| Managing the Paperwork: Strategies for Teachers | |
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| What Are Important Considerations Related to the Use of Technology? | |
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| Technology Integration: Is It Happening for Students with Disabilities? | |
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| The Technology Assistance Act of 1998 | |
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| Technology and Goals 2000 | |
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| National Initiatives Support Technology in the Classroom | |
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| Uses of Technology for Inclusion | |
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| Uses of Technology in Instruction | |
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| Including Children with Severe and Medically Related Impairments | |
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| Assistive Technology to Support Inclusion | |
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| Maximizing Students' Performance Using Technology | |
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| Types of Equipment Modifications for Technology in the Classroom | |
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| How Do School-to-Career Transition Services Support the Inclusion of Students in the Community After High School? | |
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| Interest in Transition on the Rise | |
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| How Is Transition Defined? | |
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| Successful Transition Difficult for High School Students with Disabilities | |
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| Poor Outcomes for Youth Underscore the Need for Transition Support | |
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| Federal and State Commitment to Transition Services for Youth: There Is a Lot of Work to Be Done | |
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| Youth with Disabilities Are at High Risk for School Dropout | |
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| Reforms Are Recommended in Secondary Education and Transition | |
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| Broad National Goals Support Transition and Inclusion in Career Development | |
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| The Aim of Inclusion Also Includes Career and Work Skills | |
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| Summary of Assistance Youth Can Expect to Receive Under Current Laws, to Support their Participation in School-to-Career Transition | |
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| New IEP Requirements Under IDEA Shift Emphasis to Inclusion in the Ceneral Education Curriculum | |
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| What Can Students Expect at Age 14? | |
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| What Can Students Expect at Age 16 and Above? | |
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| How IDEA Can Help Students Get Ready for Postsecondary Education and Employment | |
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| The IEP and the Services of Noneducational Agencies | |
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| What Can Students Expect in Their Last Year of High School? | |
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| Reaching the age of Majority | |
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| What Kinds of Career Vocational-Technical Education and Work-Based Services Can Be Expected? | |
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| Can Students with Disabilities Participate in Programs Under the School-to-Work Opportunities Act (STOWA)? | |
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| Placement and Transition Support | |
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| What Can Students Expect After High School? | |
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| What Does the Age of Majority Provision Mean for Students After High School? | |
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| What Can Students Expect in 2- and 4-Year Postsecondary Institutions? | |
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| What Can Students Expect from Rehabilitation Services After High School? | |
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| How Does the Americans with Disabilities Act Protect and Support Students After High School? | |
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| What Additional Services and Opportunities are Available to Graduates Under the Workforce Investment Act of 1998? | |
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| What Supports Can Employed Graduates Expect Under the Fair Labor Standards Act (FLSA)? | |
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| What Services and Supports Can Graduates Expect Under the Job Training Reform Act (JTRA) of 1993 (P.L. 102-367)? | |
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| What Can Postsecondary Students Expect from the Higher Education Act (HEA)? | |
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| Inclusion Strategies for Transition | |
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| Why Are Transition Services Not Yet Fully Implemented? | |
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| The Transition Coordinator Role | |
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| What It Takes to Be a Transition Coordinator: Essential Skills | |
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| Greatest Challenges Facing State Transition Coordinators | |
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| Compliance with IDEA Requirements Is Astonishingly Low | |
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| Proliferation of State Interagency Policies and Planning Models for Transition | |
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| Findings from Studies of State Implementation of Transition Services: Report from the 5-Year Systems Change Grants | |
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| How Can the Business Community Support Inclusion into Occupational Preparation Programs? | |
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| Assessing Skill Achievement in the Inclusive Vocational-Technical Program | |
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| Effective Strategies and Appropriate Paths to the Workforce | |
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| Assurances of Full Participation in Paths of Opportunity into the Workforce | |
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| Work-Based Learning | |
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| Summary of Best Practices for Transition | |
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| Placement and Transition Support | |
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| How Can a School's Readiness for Inclusion Be Assessed? | |
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| Are You Ready? Assessing Readiness to Implement Inclusion in the Classroom and School | |
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| What Factors Should Be Considered When Planning for Inclusion? | |
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| Administrator Sensitivity and Support | |
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| Planning Time | |
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| Teacher Team Relationships | |
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| Collaboration and Support | |
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| Teacher Incentives | |
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| Professional Development and Technical Assistance | |
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| Support Services | |
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| Ten Steps in Developing and Implementing Inclusive Practices | |
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| Conduct a Needs Assessment and Scan the Environment | |
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| How Ready Is the Inclusion Team for Collaboration? | |
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| Strategies for Assessing Readiness for Inclusion | |
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| School Factors Facilitate or Impede Inclusion | |
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| A "Circle of Commitment": The Resource Environment | |
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| Scan the School and Local Community Environment and Collect Information for Planning | |
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| Define a Joint Mission and Philosophy | |
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| Develop the Mission Statement for Inclusion | |
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| Involve the Wider Community Through Communication | |
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| Informing and Involving the School Community | |
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| Strategies for Involving the School Community in Plans for the Inclusion Initiative | |
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| Identify a Collaborative Planning Team and Begin the Team Process | |
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| The Collaborative Planning Process | |
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| Outcomes View: Inclusion Is an Intervention | |
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| Planned Change as a Management Practice | |
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| Defining Planning Terms for Inclusion | |
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| Planned Change and Flexibility | |
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| Identify Professional Development Needs | |
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| Forging an "Adoption Plan" for Inclusion Through Training | |
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| Identify Technical Assistance Resources | |
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| Specific University Resources | |
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| Develop and Implement a Written Plan for Phased-In Inclusion | |
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| Documenting System Change | |
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| Evaluate the Inclusion Initiative | |
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| Measuring the Effectiveness of Inclusion | |
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| An Evaluation Scenario | |
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| What Is Program Evaluation? | |
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| Effectiveness Measures for Inclusion | |
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| Determining the Purposes for Evaluation | |
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| Locating Source Documents to Answer Evaluation Questions | |
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| Student Participation in Inclusion Evaluation | |
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| Use Evaluation Results in the Improvement Plan | |
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| Develop a Reward System and Celebrate Success | |
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| Staff Rewards and Celebration of Success | |
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| The Concept of Renewal | |
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| What Should Be Included in a Professional Development Plan? | |
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| What Knowledge and Skills Content Should Be Included in Staff Training and Orientation? | |
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| How Can Parent Participation in Inclusion Be Promoted? | |
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| Role of Family in Successful Inclusion | |
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| IDEA Reinforces the Role of Parents as Partners | |
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| Family Dynamics and Parental Involvement | |
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| Themes for Participation of Parents and Families | |
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| Strategies for Facilitating Family Involvement | |
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| Planning for Parental Involvement | |
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| Generating Creative Strategies to Improve Parent and Family Involvement | |
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| Parents/Guardians and Self-Determination | |
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| Action Work Sheet | |
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| Resources | |
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| Bibliography | |
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| Index | |