Developing Effective, Inclusive Schools_McLeskey

8/8/2019 Developing Effective, Inclusive Schools_McLeskey

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Developing

effective, inclusiveschools

James McLeskey


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TOPICS

Qualities of Effective, Inclusive Schools:What does research tell us?

Lessons Learned: How do we developeffective, inclusive schools?


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Qualities of Effective, Inclusive

Schools

Research done in the US and the UK onhighly effective, inclusive elementary and

secondary schools.

Case studies (Dyson, et al., 2004; Farrell,et al., 2007; McLeskey & Waldron, 2010;

Waldron & McLeskey, 2009, 2010)


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Ten Qualities of Effective,

Inclusive Schools

Generalizable across case studies in

elementary and secondary schools.


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Schools

1. Students are included as a fact of life, an

ordinary part of the school day

Never my kids, but our kidsStudents with disabilities are accepted by

others (teachers and students)


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Schools

Participate in academic and socialcommunities of the school

Receive support to give them an opportunityto succeed

Teacher commentWe actually make theaccommodations on the students IEPs in this

school


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Schools

2. Administrative support is very strong,

especially the principal

Strong support for inclusive educationProvides resourcesTime for planning


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Schools

Administrative support is very strongProvides support for risk takingBuffers from outside pressuresShares decision making


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Schools

Administrative support is very strongDistributes leadership (sustains inclusive

programs)

Ensures accountability with support--positivepressure

Focuses on improving the capacity ofclassrooms


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Schools

Administrative support is very strongFinds good teachers, holds them accountable,

lets them do their jobs (no micromanaging)

Stays within the boundaries, but just barelyPrincipal commentIm going to do whatever

I need to do to make sure that teachers andstudents are successful


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Schools

3. Goal

Ensure high levels of achievement for allstudents

This is THE PRIMARY GOAL Special emphasis on those struggling to learn

(more resources)

But also focus on high achieving students


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Schools

4. Goal

Provide high quality instruction for all students Recognizably good instruction in general education Increase capacity or circle of tolerance Pull out is used only if high quality instruction is

provided and value is added


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Schools

5. Not a Goal

Inclusion is just a fact, not a goalPart of the fabric (culture) of these schools


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Schools

6. Progress monitoring system

Developed locally (school based)Data that is useful for instructional decision

making

Used to determine if instruction is effectiveGuides use of resources to support studentsand their teachers


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Schools

7. Resources are used VERY efficiently

Decide whats important and use resources toaddress

Alter school day (reading at different times inelementary school)


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Schools

7. Resources are used VERY efficiently

Scheduling based on student needs, notteacher preferences or special areas

Schedule teachers and paraeducatorsefficiently to provide needed supports


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Schools

8. Resources are used flexibly

Changes are made based on student needsfor support

Teacher needs for supportMove in student with autism


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Schools

9. Strong learning community

Teachers trust, support & depend upon oneanother

Recognize that no one person has all theanswers


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Schools

Strong learning communityOnly way to meet all student needs is to work

collaboratively to improve capacity (teacherpractice)

Share ideas, observe in classrooms, providecoaching/mentoring


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Schools

10. Teachers are immersed in high quality

professional development opportunities

Increases capacity of classrooms Learning community provides the core Principal views as most important role Teachers choose what they will learn


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Lessons Learned: School

Change

How to get there? A systematic approach to change is

needed (Ten Steps) (McLeskey &

Waldron, 2000, 2006)


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Change

A systematic approach1. Address beliefs and understandings about

inclusive education and disabilities

2. Form an inclusion planning team

3. Examine your school

4. Examine other schools


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Change

A systematic approach9. Implement the plan (beginning of school

year)

10. Monitor, evaluate, and change as needed

(Inclusion planning team)


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Change

Why use a systematic approach tochange?

Develop a plan that all agree onDevelop a learning communityTeachers know and trust one anotherTeam continues to monitor, evaluate andchange program


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Change

There is no model for inclusive educationTailor changes to the local schoolTailor changes in classrooms

Teachers accountable for outcomes They determine how improve achievement


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Change

Schools and teachers are empowered tomake their own changes

No micromanagingAccountability with support (positive pressure)


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Change

Major changes are made in the entireschool (not an add on program)

Beliefs and understandingsInstructionCurriculumTeacher rolesOrganization of school day


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Change

A different perspective on resistanceAbout 75% of general education teachers

support the concept of inclusion

Issues arise with implementationProblems are our friendsResistance is redefined as a way to identifyproblems to be solved


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Change

The work is never doneInclusion planning team and learning

community are needed to sustain

Continue to increase capacityContinue to change in response to the

changing school context


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Final Thoughts

Jessica Tandy (Miss Daisy) and MorganFreeman (Hoke)


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Final Thoughts

Their relationship Speech by MLK Jr. Should Daisy invite Hoke? Daisy could not escape her paradigm


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Final Thoughts

.but the appalling silence andindifference of the good people. Our

generation will have to repent not only for

the words and acts of the children of

darkness, but also for the fears and apathy

of the children of light.


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Final Thoughts

Thank you forbeing the children of light

moving beyond apathy to action

changing schools to improve the lives of allstudents in Alberta!


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Questions?

Comments?


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References

Dyson, A., Farrell, P., Polat, F., & Hutcheson, G. (2004). Inclusion and PupilAchievement. Research Report RR578. Newcastle Upon Tyne, UK:University of Newcastle.

Farrell, P., Dyson, A., Polat, F., Hutcheson, G., & Gallannaugh, F. (2007).Inclusion and achievement in mainstream schools. European Journal of

Special Needs Education, 22(2), 131-145.

Hoppey, D., & McLeskey, J. (in press). Principal leadership for inclusiveschools in an era of high stakes accountability: The case for lubricating thehuman machinery. Journal of Special Education.

McLeskey, J., Rosenberg, M., & Westling, D. (2010). Inclusion: Effectivepractices for all students. Upper Saddle River, NJ: Prentice Hall.

McLeskey, J. & Waldron, N. (2010). Educational programs for students withlearning disabilities: Can they be both effective and inclusive. Unpublished

manuscript. Gainesville, FL: University of Florida.


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References

McLeskey, J., & Waldron, N. (2007). Making differences ordinary ininclusive classrooms. Intervention in School and Clinic, 42(3), 162-168.

McLeskey, J., & Waldron, N. (2006). Comprehensive school reform andinclusive schools: Improving schools for all students. Theory into Practice,

45(3), 269-278.

McLeskey, J. & Waldron, N. (2000). Inclusive schools in action: Makingdifferences ordinary. Alexandria, VA: ASCD.

Waldron, N. & McLeskey, J. (2010). Establishing a collaborative schoolculture through comprehensive school reform. Journal of Educational andPsychological Consultation, 20(1), 58-74.

Waldron, N., & McLeskey, J. (2009). Developing schools that are botheffective and inclusive. Alicante, Spain: Proceedings of the InternationalAssociation of Special Education Conference.

Developing Effective, Inclusive Schools_McLeskey

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