A leader in inclusive education for students with disabilities, Stetson provides this tool for educators to determine how they can better serve students within the general education setting.
Stetson, Frances. 2018. Assessment of School Practices Related to Inclusive Education. Houston: Stetson and Associates.
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 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.
The Inclusive Schools Self-Assessment Instrument is an easy-to-complete measure which assists Local Education Agencies as they evaluate their success in implementing inclusive school practices. Dr. Frances Stetson designed this tool as part of an overall analysis of student access to rigorous curriculum within the general education setting and has kindly shared it with SPP-TAP for public use.
Stetson, Frances. Quality Standards for Inclusive Schools Self-Assessment Instrument. 2017. Unpublished Instrument.
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).
