Leading Inclusive Reform for Students With Disabilities

A School- and Systemwide Approach

Bibliographic Data

ID4254891
AuthorsGeorge Theoharis (0000-0003-4042-5938, Syracuse University, corresponding author), Julie Causton (Syracuse University)
Year2014
Volume53
Issue2
Pages82-97
Publication date2014-04-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueTheory Into Practice (JOURNAL)
Journal identifiersISSN: 0040-5841 • E-ISSN: 1527-2532
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00405841.2014.885808
OpenAlexW2006866236
LanguageEN
Citations received9
References cited2

It is of great importance to maximize access to general education for all students with disabilities. 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 programs. In this article, we outline a 7-part process, as well as a set of tools for schools to use to create authentically inclusive schools

Autism · Developmental psychology · General education · Inclusion (mineral · Mainstreaming · Mathematics education · Medical education · Pedagogy · Process (computing · Set (abstract data type · Special education · Special needs · Universal design · Computer Science · Disability Education and Employment · Educational and Psychological Assessments · Family and Disability Support Research · Medicine · Psychology

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