The authors posit that in order to transform education schools need to take a student centered approach streesing student voice, agency and co-creating decision making.
Elevating Student Voice, Agency, and Co-Creation. (2022). In WestEd. WestEd.
This webinar presents strategies for strengthening relationships, building inclusive classrooms, developing trust, and fostering a sense of psychological safety.
Bindreiff, D. (2023). Fostering Belonging to Heal, Empower, and Educate Kids. Corwin. Accessed March 25, 2024.
This text, published by the Council for Exceptional Children, provides educators with specific high-leverage practices, HLPs, separated into four themes. These are collaboration, assessment, social-emotional and behavioral practices, and instruction. As special education HLPs are consistent with best practices in education, the book is available as a resource to all education professionals.
McLeskey, J. 2017. High-Leverage Practices in Special Education. Arlington, VA: Council for Exceptional Children.
This study highlights the indifferent implicit attitudes of preservice teachers’ toward students with special needs with immigrant backgrounds and positive implicit attitudes toward those without immigrant backgrounds. The study also demonstrated a high motivation among preservice teachers to act without prejudice toward minorities but less favorable explicit attitudes toward including students with special education needs, especially students with behavioral problems. Findings are discussed with implications for educational practice and research.
Markova, Maria, Inka Pit-Ten Cate, Sabine Krolak-Schwerdt, and Sabine Glock. 2016. “Preservice Teachers’ Attitudes Toward Inclusion and Toward Students with Special Educational Needs from Different Ethnic Backgrounds.” The Journal of Experimental Education 84 (3): 554–578.
Perception Institute partnered with the Haas Institute for a Fair and Inclusive Society at UC Berkeley and the Center for Policing Equity at UCLA to generate this report, which provides an in-depth look at the role of implicit bias, racial anxiety, and stereotype threat in producing disparities in education and healthcare.
Godsil, Rachel D., Tropp, Linda R., Goff, Phillip Atiba, and Powell, John A. 2014. "The Science of Equality, Volume 1: Addressing Implicit Bias, Racial Anxiety, and Stereotype Threat in Education and Health Care." Perception Institute
The authors of this article suggest; to ensure individuals with disabilities are more fully integrated into school curriculum and American society, schools must revise their instructional narratives and adopt more inclusive and representative resources. The authors identify recommendations to support more inclusive school environments.
Kishore, N., & Cooper, C. "Setting Up a Disability-Inclusive Curriculum." Edutopia, (2022).
This brief provides strategies, suggestions, and resources for schools to help families understand and become a vital part of the process.
Gross, J. (2017). Strategies for Transitioning to an Inclusive School Environment, Issue Brief #10. Lawrence, KS: SWIFT Center
This article discusses how school psychologists can adopt and promote evidenced based math practices and it specifically focuses on social responsibility of effective mathematics practices to ensure access, opportunity, and inclusion for all learners.
Hollins-Sims, N. Y., Codding, R. S., & VanDerHeyden, A. M. (2022). The Science of Math: Inclusion, Opportunity, and Social Responsibility. Communique, 50(6), 1–31
The Urban Special Education Leadership Collaborative is comprised of approximately 100 U.S. urban school districts. The organization stresses the need for inclusion, including access to rigorous academic content, for all students. It defines itself as a forum for professional growth for teachers and administrators concerned about special education.
Urban Collaborative: Leading Equitable and Inclusive Education. 2016. https://www.urbancollaborative.org/who-we-are (accessed April 6, 2018).
