Lead your team to inclusion success—with quantifiable results! Use Karten's hands-on guide to establishing coaching baselines, introducing research-based inclusion strategies, and promoting inclusion schoolwide.
Chapter 1: The Students
Although some of this beginning material is basic knowledge, many schools do not ascertain whether or not educators have the necessary foundational information about the appropriate characteristics and strategies for learners with disabilities and the legislative requirements. Students in inclusion classrooms present varying learning, social, behavioral, emotional, communicative, physical, perceptual, sensory, and cultural levels, backgrounds, and challenges that require specific instructional plans and strategies (Boscardin, Mainzer, & Kealy, 2011; Karten, 2010b, 2010c). This diversity necessitates the thoughtful and innovative expertise of leaders and coaches who collaboratively assist general and special educators to help students achieve their highest potentials while enforcing and honoring each student's and family's legislative rights.
Principals, curriculum supervisors, school leaders, teacher leaders, and school intervention coaches assume the ...