Quality Indicators of Inclusive Early Childhood Programs
Available resources and indicators of high quality inclusive practices are presented in this compilation. Assembling many different resources in one place allows for easy comparison of potential indicators of quality. Excerpts and adaptations of the resources are intended to provide some familiarity with the content of each resource and encourage further examination via links to more complete information.
Leading Inclusive Reform for Students With Disabilities: A School- and Systemwide Approach
This article focuses on how leaders create inclusive schools for all students—inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with significant disabilities, students with mild disabilities, students with emotional disabilities, students with autism - all students) and providing inclusive services to meet their needs while eliminating pullout or self-contained special education… Read more
George Theoharis & Julie Causton (2014) Leading Inclusive Reform for Students With Disabilities: A School- and Systemwide Approach, Theory Into Practice, 53:2, 82-97, DOI: 10.1080/00405841.2014.885808
Quality Indicators for Inclusive Education
The Quality Indicators for Inclusive Building Based Practices was designed to assist school teams in determining if their school buildings are inclusive and meeting the needs of their diverse learners. The instrument was developed to reflect evidence-based inclusive practices and is intended to be conducted through a team process, as a self-assessment.
Developing Collaborative Partnerships with Culturally and Linguistically Diverse Families During the IEP Process
"CLD families may be hesitant or unable to advocate, and their strengths and willingness to participate may be misinterpreted by school professionals because of lack of cultural competence or may be disregarded due to hierarchical power relations in which professional expertise is valued over familial expertise (Harry, 2008; Olivos et al., 2010). Adhering to our guiding questions for developing culturally responsive collaborative partnerships with CLD families can help to bridge this gap in… Read more
Rosetti, Z., Sauer, J., Bui, O., & Ou, S. (2017). Developing Collaborative Partnerships with Culturally and Linguistically Diverse Families During the IEP Process. TEACHING Exceptional Children, 49 (5). 328-338. DOI: 10.1177/0040059916680103
Padlet: Access to Core Curriculum for Students With Significant Support Needs
This Padlet is a collection of resources for providing accessible instruction to students who with significant support needs.
Misbehavior or Misrepresentation
This brief conceptual article discusses how understanding the cultural context of the learning environment is a primary factor in effective classroom management.
Monroe, C. (2006). Misbehavior or misinterpretation: Closing the discipline gap through cultural synchronization. Kappa Delta Pi Record , 42, 161-165.
EdChange: Building Equitable and Just Schools, Communities, and Organizations Through Transformative Actions
This website has a myriad of resources and activities for teachers wanting to make a progressive change toward social justice in their classrooms.
The Trevor Project
The Trevor Project is a national organization providing crisis intervention and suicide prevention services to lesbian, gay, bisexual, transgender, queer & questioning (LGBTQ) young people under 25. The "Education" tab has The Lifeguard Workshop, a free online learning module with a video, curriculum, and teacher resources for middle school and high school classrooms.
Implicit Association Tests
The Implicit Association Tests (IAT) measure attitudes and beliefs that people may be unwilling or unable to report. Individual tests cover a variety of areas including race, disability, and sexuality.
Project Implicit (2014). Implicit association test. Retrieved from: https://implicit.harvard.edu/implicit/education.html
Schooling for Resilience: Improving the Life Trajectory of Black and Latino Boys
This books examines how seven schools, created specifically to serve boys of color, set out to address the broad array of academic and social problems faced by Black and Latino boys. Using student and teacher surveys, focus groups, interviews, and classroom observations, the authors describe how the schools were developed, what practices they used, and how their students responded academically and socially.
Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience: Improving the life trajectory of Black and Latino boys. Cambridge, MA.: Harvard Education Press