Creating an Inclusive School Climate introduces school psychology stakeholders to a wealth of foundations, individualized experiences, and school improvement efforts intended to bolster the outcomes of our most vulnerable learners. As student populations grow increasingly diverse, sociocultural variables have never been more important to supporting school climate. Using an original cultural-ecological framework, this book builds on the experiences of historically underrepresented and oppressed youth to foster a socially just, strengths-based perspective for implementing school improvement efforts within multi-tiered systems. Faculty, graduate students, researchers, and professionals in the field will come away with a conceptually and methodologically sound understanding of the interrelationships between personal characteristics, culture, ecological contexts, and school climate.

In this comprehensive resource on inclusive schooling, administrators, general and special educators, and parents explore how inclusive education can support a diverse student body at all grade levels. They show how schools can meet standards and provide a "least restrictive environment" for students with disabilities by using cooperative learning, teaming, multi-age grouping, multicultural education, social skills training, and educational technology applications. And they explain how to facilitate change by using universal design principles and other curricular, instructional, assessment, and organizational practices. The authors examine the prevailing myths and the most frequently asked questions about inclusive education, and they provide an extensive list of resources. Woven through the book are the personal stories of people with disabilities and the educators and parents who work with them. As their voices make clear, inclusion is more than an educational buzzword; inclusion is a way of life, based on the belief that each individual is valued and belongs.

Written with two decades of teaching and research experience of the author in the field of special and inclusive education, this intelligible text discusses the principles and philosophy of inclusion for children and students with disability in education. Also, providing necessary information on the disability rights and policies relevant to inclusive education, the book focuses on the moral, social and legal responsibilities of the school in creating the best learning environment for students with additional learning needs. It lays emphasis on teachers’ training and skill-development programmes to improve their adaptability, which in turn is required for better growth of the students with special needs. Further, it features the role of parents in the child's mental and physical development and significance of their involvement in inclusive education. KEY FEATURES: • Well-researched and highly informative text conforming to the curriculum needs. • Individual chapters on specific learning disability, challenges and needs of each disability in detail. • Concepts explained including sensitive issues associated with every disability and define various terms. • Validated instructional strategies for creating inclusive schools better. • Pedagogical approach and role of technology in promoting inclusion. • Role of family, community and society explained in each disability. • Elucidates the crucial role of national and international agencies in promoting inclusion through acts and policies. Primarily intended for the students of teacher education programme at undergraduate level (B.Ed.), the book will prove to be a valuable resource for those pursuing B.El.Ed. and M.Ed., teachers and policy makers engaged in inclusive education. TARGET AUDIENCE • B.Ed. • B.El.Ed. and M.Ed.

School leaders who succeed at creating a high-achieving learning community must also be committed to creating an equitable environment for all students. In this new book, key scholars across the content areas show how to put into practice a commitment to equity and excellence across the Pre-K12 spectrum. Readers learn directly from experts in each of the content domains (literacy, mathematics, science, social studies, music, early childhood, special education, English language learners, world languages, and physical education) how a commitment to social justice and equity can be grounded in core subject areas, why each has a place in the school, and what they need to know and do in each subject area. This book is a critical instructional leadership resource for new and veteran principals who want to see all students succeed. Contributors: Antonio J. Castro, Julie Causton-Theoharis, Virginia Collier, Katherine Delaney, Catherine Ennis, Virginia Goatley, Beth Graue, Rochelle Gutirrez, Kathleen A. Hinchman, Anne Karabon, Christi Kasa, Dave McAlpine, Mitchell Robinson, Victor Sampson, Sherry A. Southerland, and Wayne Thomas

It is increasingly challenging for teachers to educate without a deeper understanding of the experience of their students. This is particularly the case in marginalised groups of young people who are subject to loss, grief, trauma and shame. Through a snapshot of the diverse student populous, this book explores the impact of these experiences on a student's learning and success. Topics covered include poverty, obesity, incarceration, immigration, death, sexual exploitation, LGBT issues, psychodrama, the expressive arts, resilience, and military students. The authors share the children's perspective, and through case studies they offer solutions and viable objectives.

Build a positive school climate to impact students, teachers, and the community! Is improving school climate on your to-do list? Do you think about it as a top-down directive or as a dialogue to build equity within the school? A healthy school environment should never be seen as an option, but instead supported as a must-have. Peter DeWitt offers leaders practical high impact strategies to improve school climate, deepen involvement in student learning, and engage a broader family network. In addition to international vignettes focused on community stakeholders and research-based practices, this book features tools such as: • A leadership growth cycle to help leaders build their self-efficacy • A teacher observation cycle centered on building collective efficacy • An early warning system to identify potential at-risk students • Action steps following each chapter to apply to your own setting • Discussion questions for use in team environments Establishing a supportive and inclusive school climate where professionals can take risks to improve the lives of students is vital to maximize learning in any school community. "This is a fabulous book by a renowned expert in the field of leadership. Peter DeWitt explains the complex and credible in a way that is thought-provoking, challenging and inspiring. I love how he gives insights in what successful collaborative leadership is and shows how we can all build our skills and mindset for leading towards collective efficacy." —James Nottingham, Challenging Learning author and creator of #TheLearningPit JN Partnership LTD, Northumberland, United Kingdom

Over the last decade, the educational context for students with disabilities has significantly changed primarily as a result of mandates contained in NCLB and IDEA. The purpose of this book is to summarize the research literature regarding how students might be provided classrooms and schools that are both inclusive and effective. Inclusive schools are defined as places where students with disabilities are valued and active participants in academic and social activities and are given supports that help them succeed. Effectiveness is addressed within the current movement toward multi-tiered systems of support and evidence-based practices that meet the demands of high-stakes accountability.

Offers strategies for effective inclusion in secondary schools and classrooms, discussing creating a culture, celebrating successes, interdisciplinary collaboration, co-teaching, active learning environments, instruction, and assessment.

This book answers two questions: What does the implementation of inclusive education require of a system of education and all parts of the system? How do various parts of the education system act on their commitment to inclusive educational practice? Decades after major legislation (i.e., the Civil Rights Act, the Elementary and Secondary Education Act, and the Education for All Handicapped Children Act) made high-quality education a fundamental right for all children in the United States, the dream of diverse, inclusive, democratic schooling has yet to be realized. Nevertheless, some classrooms, schools, districts, states, and universities have made progress. Inclusive Education: A Systematic Perspective explores the theoretical implications of inclusive practice as well as illustrative case studies and evaluation findings from states, educator preparation programs, districts, and schools that have reframed their work around the principles of inclusive practice. Whether these organizations position the work as “social justice education,” “culturally responsive teaching,” or “inclusion,” their efforts lead in the same direction—toward higher quality and more equitable education for all. The chapters will be relevant to graduate students, faculty members, and education leaders, at all levels, who seek a comprehensive overview of the commitment and practice of “inclusive education”. Chapters vary in their approaches to the topic, some presenting theoretical underpinnings, others describing practices or programs at particular sites, others reporting findings from empirical studies, and edited interviews with state and district leaders of inclusive-education initiatives. The book explores why inclusion is important and how it can be accomplished.

Mental resilience in children is an essential aspect of childhood well-being and long-term success. Positive psychology, emotional intelligence, and play are critical when nurturing this resilience and building mental strength. Emotional intelligence may help children recognize and manage their emotions effectively, while preparing them to overcome personal challenges. Play in teaching and learning may also serve as an avenue for social skill development, problem-solving, and emotional regulation. More research into the effects of psychology and play in childhood development is needed to correlate the relationship between mental resilience and positive child psychological practices. Building Mental Resilience in Children: Positive Psychology, Emotional Intelligence, and Play explores the effectiveness of psychology, play pedagogy, and emotional intelligence practices in improved childhood development. The practice of mental resilience in K-12 educational settings is further examined through a psychosocial lens. This book covers topics such as mental health and wellness, sociolinguistics, and school settings, and is a useful resource for education professionals, teachers, academicians, sociologists, psychologists, medical professionals, researchers, and scientists.