KENNESAW STATE UNIVERSITY
GRADUATE COURSE PROPOSAL OR REVISION,
Cover Sheet (10/02/2002)
Course Number/Course Name EDL 8300 / Inclusive Policy and Practices for Students with
Disabilities
Department Special Education
Degree Title (if applicable) Ed.D. in Education (Concentration in Special Education)
Proposed Effective Date Fall 2006
Check one or more of the following and complete the appropriate sections:
X New Course Proposal
Course Title Change
Course Number Change
Course Credit Change
Course Prerequisite Change
Course Description Change
Sections to be Completed
II, III, IV, V, VII
I, II, III
I, II, III
I, II, III
I, II, III
I, II, III
Notes:
If proposed changes to an existing course are substantial (credit hours, title, and description), a
new course with a new number should be proposed.
A new Course Proposal (Sections II, III, IV, V, VII) is required for each new course proposed as
part of a new program. Current catalog information (Section I) is required for each
existing course incorporated into the program.
Minor changes to a course can use the simplified E-Z Course Change Form.
Submitted by:
Faculty Member
Approved
_____
Date
Not Approved
Department Curriculum Committee Date
Approved
Approved
Approved
Approved
Approved
Approved
Not Approved
Department Chair
Date
School Curriculum Committee
Date
School Dean
Date
GPCC Chair
Date
Dean, Graduate Studies
Date
Not Approved
Not Approved
Not Approved
Not Approved
Not Approved
Vice President for Academic Affairs Date
Approved
Not Approved
President
Date
KENNESAW STATE UNIVERSITY
GRADUATE COURSE/CONCENTRATION/PROGRAM CHANGE
I.
Current Information (Fill in for changes)
Page Number in Current Catalog
Course Prefix and Number
Course Title
Credit Hours
Prerequisites
Description (or Current Degree Requirements)
II.
Proposed Information (Fill in for changes and new courses)
Course Prefix and Number EDL 8300
Course Title Inclusive Policies and Practices for Students with Disabilities
Credit Hours 3 credit hours
Prerequisites EDUC XXXX – Systematic Change in Organizational Leadership
Description (or Proposed Degree Requirements)
This course assists school leaders in developing their skills in distributed leadership,
particularly in terms of managing large scale change through the alignment of policies,
procedures and processes. Class discussion focuses upon the federal and state laws
and policies for general and special education in the key areas of accountability,
assessment, curriculum, funding, professional development and governance and how
they translate into daily practice at the district and local level. Secondarily, the course
assists aspiring school leaders with basic collaborative strategies to implement policy at
the local levels through shared governance and site-based management.
Justification
Since 1983 when A Nation at Risk was released, the notions of school improvement
and reform have been a national priority. Currently, policies that drive general and
special education as well as ESOL, serve as an important catalyst for improving the
outcomes of all students, including those with disabilities and those who are English
language learners. Research indicates that there is a set of inclusive policies (Salisbury,
Roach and McGreggor, 2002) that can significantly increase the performance and
outcomes of diverse learners when these policies are effectively translated at the school
and classroom levels. Thus, examination of educational policy is imperative to ensure
that it is having its intended effect.
IV.
Additional Information (for New Courses only)
Instructor:
Dr. Toni Strieker
Text:
Skrtic, T. M. ; Harris, K. R.; and Shriner, J. G., (2004). Special Education Policy and
Practice, Love Publishing Company.
Biech, EDT, E., (2001). The Pfeiffer Book of Successful Team-Building Tools: Best
of Annuals, Wiley Publishing Company.
American Psychological Association, (2001). Publication Manual of the American
Psychological Association (5th ed.). Washington, D. C., Author.
Prerequisites: EDUC XXXX Systemic Change in Organizational Leadership
1.
2.
3.
4.
5.
6.
7.
8.
9.
Course Objectives: Candidates will be able to:
Goal/Objective
Doctoral
KSDs
Articulate laws, students’ and parents’ rights and
political foundations for general and special
1c
education / TESOL.
Articulate policies and issues regarding
assessment, accountability, curriculum, funding
1b, 4b
and governance as related to individuals with
disabilities and those who are culturally and
linguistically diverse.
Articulate impact of diversity on educational
1c
expectations and programming.
Articulate budgetary process which ensures the
efficient and effective allocation of resources,
1b, 4e,
particularly as related to QBE.
3c
Articulate discipline policy and procedures for
individuals with exceptional learning and cultural
3b
needs.
Articulate the fundamentals of a multidisciplinary
team approach, as well as other collaborative
2a-d
approaches.
Research special education/TESOL trends and
legal issues using the internet and electronic
1a-b
databases.
Prepare a budget based upon currently accepted
practices which is determined to be adequate to
1b, 2a-d,
serve the needs of a target population.
5b,6b
Develop and/or utilize a program evaluation
system which provides the user with feedback for
1a-b, 2adeficiencies and guidelines for adequate service.
d, 5b,6b
10. Develop an inclusive policy & procedure manual
for a building, based upon state and federal
mandates and design implementation plan.
11. Develop a professional development plan for a
building that promotes inclusive schooling.
12. Consult and collaborate as a multidisciplinary team
in administrative and instructional settings.
13. Employ various collaborative and team-based
strategies as they related to administering
programs and communicating with families.
14. Serve as a leader and promote the highest
educational quality for students and their families.
15. Participate in continued professional development
1a-b, 2ad, 5b,6b
PSC/
NCATE
CEC
Standards
DSL*
1.6
1
C
1.4, 1.5,
1.6
1, 8
1.6
3
LD
C
DA
CIA
PI
C
1.1, 1.2,
1.4-1.8
7
O
1.3, 1.4,
1.7, 1.8
7
LD
CIA
1.4-1.8
10
C, O
PI, RD
1.1-1.6
1
CIA
LD, C
1.1-1.8
1, 7
O
1.1-1.8
7
1.1-1.8
1, 3, 7, 9,
10
DA, PI
CIA,
LD,
C
DA, PI
CIA,
LD, C
LD, DA, PI,
CIA, C
1a-b, 2ad, 5b,6b
2c
1.1-1.8
1.6
10
C, RD
2c, 6a-b
1.4-1.6
10
C, RD
3a, 2d,
6b
1.1-1.8
9
CIA, LD
RD, C
through consumer and professional organizations,
workshops, and professional literature.
16. Participate in the activities of the professional
organization in the field of Special Education
Administration/TESOL.
17. Communicate and demonstrate a high standard of
ethical practice.
*Code for Distributed School Leadership
DA = Data Analysis
CIA = Curriculum, Instruction & Assessment
RD = Relationship Development
PI = Process Improvement
5b
1.6
9
LD, RD
5b
1.6
9
LD, RD
5b
1.6
9
LD, RD
O = Operations
P = Performance
C = Change
LD = Learning and Development
Instructional Method
The following instructional strategies will be used to collaboratively and interactively
present course material and engage students in critical thinking and discourse at the
doctoral level:

Lecture

Discussion

Collaborative Group Work

Case Study Analysis

Simulation Activities

Role Play
Methods of Evaluation
Assessment of student learning in this course will be done through the following
assignments and performance-based projects meeting specific course objectives and
relating to identified knowledge, skills, and dispositions. Those assessments that are
targeted as possibilities for unit assessment at a later date are annotated (*).
Assignments
Course
Objectives
PTEU Doctoral
KSDs
Assessments
Proficiency Exams
1-6
1a-b, 2 a-d, 5a-b,
6a-b
Proficiency
Exam*
Develop a manual inclusive policies
and procedures at the building level
and a plan to implement them.
1-11
1a-b, 2a-d, 5b, 6b
Project Rubric*
2,4,8,10,
1a-b, 2a-d, 5b, 6b
Case Study
2-3, 12
1a-b, 2a-d, 5b, 6b
Project Rubric
Case Study-Maximizing State Dollars
to Support Inclusive Practices
Develop school-wide professional
development plan to support inclusive
schooling
V.
Program Evaluation System
1-10
1a-b, 2a-d, 5b, 6b
Project Rubric
Role Play of Team Facilitation
6,12
2c, 2d, 3a, 6d,
Observation
Rubric
Class Participation/Professionalism
1-17
1a-b, 2a-d, 5b, 6b
Resources and Funding Required (New Courses only)
Resource
Amount
Faculty
Other Personnel
Equipment
Supplies
Travel
New Books
New Journals
Other (Specify)
0 – Existing Faculty
0
0
0
0
0
0
0
TOTAL
0
Funding Required Beyond
Normal Departmental Growth 0
VI. COURSE MASTER FORM
This form will be completed by the requesting department and will be sent to the Office of the
Registrar once the course has been approved by the Office of the President.
The form is required for all new courses.
DISCIPLINE
Education / Special Education
COURSE NUMBER
EDL 8300
COURSE TITLE FOR LABEL
Inclusive Policy (Note: Limit 16 spaces)
CLASS-LAB-CREDIT HOURS
3 Credit Hours
Approval, Effective Term
Fall 2006
Grades Allowed (Regular or S/U)
Regular
If course used to satisfy CPC, what areas? NA
Learning Support Programs courses which are required as prerequisites
NA
APPROVED:
_______________________________________________
Vice President for Academic Affairs or Designee
VII Attach Syllabus
EDL 8300
Inclusive Policies and Practices for Students with Disabilities
2006
INSTRUCTOR:
Name:
Telephone:
Fax:
Office:
E-mail:
Office hours: By Appointment
CLASS MEETING:
KH 1107
TEXT:
Skrtic, T. M. , Harris, K. R., & Shriner, J. G., (2004). Special Education
Policy and Practice, Love Publishing Company.
Biech, EDT, E., (2001). The Pfeiffer Book of Successful Team-Building
Tools: Best of Annuals, Wiley Publishing Company.
American Psychological Association, (2001). Publication Manual of the
American Psychological Association (5th ed.). Washington, D. C., Author.
Selected Readings and Web Sites
Galileo Password:
CATALOG DESCRIPTION:
This course assists school leaders in developing their skills in distributed leadership, particularly
in terms of managing large scale change. Class discussion focuses upon the federal and state
laws and policies for general and special education in the key areas of accountability,
assessment, curriculum, funding, professional development and governance and how they
translate into daily practice at the district and local level. Secondarily, the course assists aspiring
school leaders with basic collaborative strategies to implement policy at the local levels through
shared governance and site-based management.
PURPOSE/RATIONALE:
Our goal is to prepare school leaders who foster inclusive learning environments where
students with disabilities and those who are English language learners succeed in content
areas. This course provides school leaders with policy-to-practice knowledge and collaborative
skills necessary to lead the whole-school reform initiatives that are necessary to improve the
academic outcomes of diverse learners.
CONCEPTUAL FRAMEWORK:
Though certain historical discoveries and events in Special Education / TESOL do not change,
each passing day alters the knowledge base in the areas of research, legislation, societal
change, and litigation, requiring teachers and leaders to be informed consumers of instructional
research.
COLLABORATIVE DEVELOPMENT OF EXPERTISE IN TEACHING AND LEARNING
The Professional Teacher Education Unit (PETU) at Kennesaw State University is committed to
developing expertise among candidates in initial and advanced programs as teachers and
leaders who possess the capability, intent and expertise to facilitate high levels of learning in all
of their students through effective, research-based practices in classroom instruction, and who
enhance the structures that support all learning. To that end, the PTEU fosters the development
of candidates as they progress through stages of growth from novice to proficient to expert and
leader. Within the PTEU conceptual framework, expertise is viewed as a process of continued
development, not an end-state. To be effective, teachers and educational leaders must embrace
the notion that teaching and learning are entwined and that only through the implementation of
validated practices can all students construct meaning and reach high levels of learning. In that
way, candidates are facilitators of the teaching and learning process. Finally, the PTEU
recognizes, values, and demonstrates collaborative practices across the college and university
and extends collaboration to the community-at-large. Through this collaboration with
professionals in the university, public and private schools, parents and other professional
partners, the PTEU meets the ultimate goal of assisting Georgia schools in bringing all students
to high levels of learning.
KNOWLEDGE BASE:
Teacher development is generally recognized as a continuum that includes four phases: preservice, induction, in-service, renewal (Odell, Huling, and Sweeny, 2000). Just as Sternberg
(1996) believes that the concept of expertise is central to analyzing the teaching-learning
process, the teacher education faculty at KSU believes that the concept of expertise is central to
preparing effective classroom teachers and teacher leaders. Researchers describe how during
the continuum phases teachers progress from being Novices learning to survive in classrooms
toward becoming Experts who have achieved elegance in their teaching. We, like Sternberg
(1998), believe that expertise is not an end-state but a process of continued development.
USE OF TECHNOLOGY:
Technology Standards for Educators are required by the Professional Standards Commission.
Telecommunication and information technologies will be integrated throughout the
administrative preparation program, and all candidates must be able to use technology to
improve student learning as outlined in the Georgia Technology Standards for Educators and
the National Educational Technology standards.
Candidates in the special education administration concentration will utilize technology to
advance 21st century literacy skills such as digital age literacy, inventive thinking, effective
communication, and high productivity. Candidates will be provided with opportunities to explore
and use presentation technologies, technologies to enhance learning, individualize instruction,
and promote critical thinking for 21st century students. Candidates in this course will be
expected to apply best practices related to using technology for learning and creating curriculum
materials using principles of universal design for learning. Web Resources:
Council for Exceptional Children
National Dissemination Center for Children
with Disabilities
The Global Entrepreneurship Institute
Georgia Department of Education
Georgia Department of Human Resources
National Association of State Boards of
Education
www.cec.sped.org
www.nichcy.org
www.gcase.org
www.doe.k12.ga.us
www.dhr.state.ga.us
www.nasbe.org
DIVERSITY:
One of the most critical issues in special Education / TESOL today is the effect of personal culture on
the efficacy of instruction, pre-referral procedures, assessment, placement for students with disabilities,
and parenting and communication styles. Candidates will be provided with opportunities through direct
instruction and class discussion to gain knowledge, skills, and understanding to provide effective
instruction in culturally and linguistically diverse classrooms. A variety of materials and instructional
strategies will also be used to meet the needs of the diverse learning styles of members of this class.
Kennesaw State University provides program accessibility and reasonable accommodations for
persons defined as disabled under Section 504 of the Rehabilitation Act of 1973 and/or the
Americans with Disabilities Act of 1990. A number of services are available to help disabled
candidates with their academic work. In order to make arrangements for special services,
candidates must visit the Office of disAbled Student Services (770/423-6443) and arrange an
individual assistance plan. In some cases, certification of disability is required.
COURSE GOALS/OBJECTIVES:
The Professional Teacher Education Unit prepares leaders who understand their disciplines and
principles of pedagogy, who reflect on practice, and who apply these understandings to making
instructional decisions that foster the success of all learners. As a result of the satisfactory
fulfillment of the requirements of this course, the candidate will demonstrate a broad base of
Knowledge, Skills and Dispositions through performance. Candidates will be able to:
Goal/Objective
1. Articulate laws, students’ and parents’ rights
and political foundations for general and
special education / TESOL.
Doctoral
KSDs
PSC/
NCATE
CEC
Standards
DSL*
1c
1.6
1
C
2. Articulate policies and issues regarding
assessment, accountability, curriculum, funding
and governance as related to individuals with
disabilities and those who are culturally and
linguistically diverse.
3. Articulate impact of diversity on educational
expectations and programming.
4. Articulate budgetary process which ensures the
efficient and effective allocation of resources,
particularly as related to the Georgia state
funding formula.
5. Articulate discipline policy and procedures for
individuals with exceptional learning and
cultural needs.
6. Articulate the fundamentals of a
multidisciplinary team approach, as well as
other collaborative approaches.
7. Research special education/TESOL trends and
legal issues using the internet and electronic
databases.
8. Prepare a budget based upon currently
accepted practices adequate to serve the
needs of SWD.
9. Develop and/or utilize a program evaluation
system which provides the user with feedback
for deficiencies and guidelines for adequate
service.
10. Develop an inclusive policy & procedure
manual for a building, based upon state and
federal mandates and design implementation
plan.
11. Develop a professional development plan for a
building that promotes inclusive schooling.
12. Consult and collaborate as a multidisciplinary
team in administrative and instructional
settings.
13. Employ various collaborative and team-based
strategies related to administering programs
and communicating with families.
14. Serve as a leader and promote the highest
educational quality for students and their
families.
15. Participate in continued professional
development through consumer and
professional organizations, workshops, and
professional literature.
16. Participate in the activities of the professional
organization in the field of Special Education
Administration/TESOL.
17. Communicate and demonstrate a high
1b, 4b
1.4, 1.5,
1.6
1, 8
1c
1.6
3
LD
C
DA
CIA
PI
C
1b, 4e,
3c
1.1, 1.2,
1.4-1.8
7
O
3b
1.3, 1.4,
1.7, 1.8
7
LD
CIA
2a-d
1.4-1.8
10
C, O
PI, RD
1a-b
1.1-1.6
1
CIA
LD, C
1b, 2a-d,
5b,6b
1.1-1.8
1, 7
O
1.1-1.8
7
1.1-1.8
1, 3, 7, 9,
10
1a-b, 2ad, 5b,6b
1a-b, 2ad, 5b,6b
DA, PI
CIA,
LD,
C
DA, PI
CIA,
LD, C
LD, DA, PI,
CIA, C
1a-b, 2ad, 5b,6b
2c
1.1-1.8
1.6
10
C, RD
2c, 6a-b
1.4-1.6
10
C, RD
3a, 2d,
6b
1.1-1.8
9
CIA, LD
RD, C
5b
1.6
9
LD, RD
5b
1.6
9
LD, RD
5b
1.6
9
LD, RD
standard of ethical practice.
*Code for Distributed School Leadership
DA = Data Analysis
CIA = Curriculum, Instruction & Assessment
RD = Relationship Development
PI = Process Improvement
O = Operations
P = Performance
C = Change
LD = Learning and Development
COURSE REQUIREMENTS/ASSIGNMENTS:
Assignments
Course
Objectives
PTEU Doctoral
KSDs
Assessments
Proficiency Exams
1-6
1a-b, 2 a-d, 5a-b,
6a-b
Proficiency Exam*
Prepare a manual of inclusive policies
and procedures at the building level
and a plan to implement them.
1-11
1a-b, 2a-d, 5b, 6b
Project Rubric*
Case Study-Maximizing State Dollars
to Support Inclusive Practices
2,4,8,10
1a-b, 2a-d, 5b, 6b
Case Study
Develop school-wide professional
development plan to support inclusive
schooling
2-3, 12
1a-b, 2a-d, 5b, 6b
Project Rubric
Program Evaluation System
1-10
1a-b, 2a-d, 5b, 6b
Project Rubric
Role Play of Team Facilitation
6,12
2c, 2d, 3a, 6d,
Observation
Rubric
Class Participation/Professionalism
1-17
1a-b, 2a-d, 5b,
6b
* Targeted for unit assessment.
EVALUATION AND GRADING
A = 90% or better
(Level 4)
B = 80-89%
(Level 3)
C = 70-79%
(Level 2)
D = 60-69%
(Level 1)
F = 59% or below
STUDENT EXPECTATIONS FOR ATTENDANCE AND PARTICIPATION:
Cooperative and collaborative learning group activities in class will enable candidates to apply
new skills and knowledge. This requirement emphasizes the importance of class attendance
and supports the belief from the conceptual framework that learning is an interactive endeavor
requiring the presence and participation of all class members in order to facilitate growth and
learning. Each candidate has something unique to contribute to the class experience that will
facilitate the learning of other class members. For full credit, candidates must: a.) Participate
fully in collaborative group work and focus groups; b.) Listen attentively to presentations; and c.)
Refrain from working on personal computers (or otherwise) on other assignments during class
presentations.
Candidates, like the instructor, are expected to come to class meetings thoroughly prepared.
“Thoroughly prepared” is defined as having read the readings well enough to verbally and in writing
discuss ideas, notions, concepts, issues, and procedures in relation to previous information
presented in class or in previous readings; and apply the information from the readings to
problems. It also implies the candidate has reviewed information from the previous class meetings.
When information from the readings is unclear, the candidate should prepare questions to discuss
in class. Note: Because most of the course assignments are oral, a failure to come to class
well prepared will result in a lowered grade. In addition, group members can ask candidates
who are not contributing equally to the development of the presentation to be removed
from their group.
Regular attendance is required for all scheduled classes because the candidate is responsible
for obtaining all materials, instruction, etc. presented during class. Attendance at all class
meetings is stressed because of the interactive nature of the class. Not all material covered will
be found in the required readings. You are required to inform the instructor in advance of your
absence. Failure to do so will result in your not being allowed to make-up any missed class work
(i.e., class activities). Attendance will be monitored and reflected in the class
participation/attendance points (see KSU Graduate Catalog).
All assignments must be submitted on or before the class meeting on the assigned due date.
All grading will be done as objectively as possible. Rubrics for class presentation and facilitation
will be provided. In case of qualitative assessment, evaluation will be based on instructor
judgment. Points will be summed for each student and final course grades will be based on the
percent of total points earned (i.e., A = 100 - 90%, B = 89 - 80%, etc.)and the total points earned
will indicate the candidate’s level (i.e.,1,2,3 or 4) of achievement..
The assignment of incomplete (“I”) grades is discouraged and will be assigned only in cases of
extreme emergencies and in cases where a passing grade may be earned. It is the student’s
responsibility to notify the instructor when such circumstances exist. Upon notification, a contract
between the student and instructor for completion of the course will be developed before the last
week of the semester.
ACADEMIC INTEGRITY:
Every KSU student is responsible for upholding the provisions of the Student Code of Conduct,
as published in the Graduate Catalog. Section II of the Student Code of Conduct addresses the
University's policy on academic honesty, including provisions regarding plagiarism and
cheating, unauthorized access to University materials, misrepresentation/falsification of
University records or academic work, malicious removal, retention, or destruction of library
materials, malicious/intentional misuse of computer facilities and/or services, and misuse of
student identification cards. Incidents of alleged academic misconduct will be handled through
the established procedures of the University Judiciary Program, which includes with an "informal
resolution by a faculty member, resulting in a grade adjustment, or a formal hearing procedure,
which may subject a student to the Code of Conduct's minimum one semester suspension
requirement.
DISRUPTIVE BEHAVIOR:
The University has a stringent policy and procedure for dealing with behavior that disrupts the
learning environment. Consistent with the belief that your behavior can interrupt the learning of
others, behavior that fits the University's definition of disruptive behavior will not be tolerated.
Candidates should refer to the University Catalog to review this policy.
HUMAN RELATIONS:
The University has formulated a policy on human relations that is intended to provide a learning
environment that recognizes individual worth. That policy is found in the University Catalog. It
is expected, in this class, that no Professional should need reminding but the policy is there for
your consideration. The activities of this class will be conducted in both the spirit and the letter
of that policy.
COURSE OUTLINE
1. Policy Shifts from Procedural Compliance to Academic Performance of Students
2. NCLB and IDEA Amendments of 2004 and Conditions of Practice Which Ensure the
Learning of Every Child
3. Special Education / TESOL Teacher Supply and Teacher Quality
4. Standards-Based Curricular Reform and Implications for Diverse Students
5. Assessment & Accountability
6. Funding and Budgetary Issues
7. Professional Learning Communities to Support Inclusive Practices
8. Shared Governance, Multidisciplinary Team and Collaborative Approaches
9. Research-based Prevention and Intervention Strategies for Improving Behavior of
Students with Disabilities and those who are Culturally and Linguistically Diverse.
10. Program Evaluation
REFERENCES
Beveridge, S., (1999). Special Educational Needs in School, (2nd Edition), Routledge Publishing.
Eller, J. (2004). Effective Group Facilitation in Education: How to Energize Meetings and
Difficult Groups. Corwin Press, SAGE Publication Company.
Glaser, John, (2005). Leading Through Collaboration: Guiding Groups to Productive Solutions,
Corwin Press, SAGE Publication Company.
Gersch, I. & Gersch, A. (2003). Resolving Disputes in Special Education Needs: A Practical
Guide to Conciliation and Mediation. National Professional Resources, Inc.
Hammond, L. D., Sykes, G., Eds. (1999). Teaching as the Learning Profession: Handbook of
Policy and Practice, Corwin Press, SAGE Publication Company.
Havelock, R., & Hamilton, J., (2003). Guiding Change in Special Education: How to Help
Schools with New Ideas and Practices. Corwin Press, SAGE Publication Company.
Johnson, R. (2002). Using Data to Close the Achievement Gap: How to Measure Equity in Our
Schools. National Professional Resources, Inc.
Salisbury, C., Roach, V. & McGreggor, G. (2002). Application of a Policy Framework to
Evaluate and Promote Large-Scale Change. Exceptional Child. Vol 68 (4), Summer.
Salisbury, C. & McGreggor, G. (2002). Administrative Climate and Context for Inclusive
Elementary Schools. Exceptional Child, Vol. 68 (2) Winter.
Salisbury, C., Strieker, T., Roach, V. & McGregor, G. (2001) “Pathways to Inclusive Practices:
Systems-Oriented, Policy-Linked, and Research-Based Strategies that Work!”
Preparation and publication of this document was supported by Cooperative Agreement
(86V-4007) of the Consortium on Inclusive Schooling Practices, the Office of Special
Education Programs in the United States Department of Education in Washington, D.C.,
and the National Association for State Boards of Education.
Strieker, T., Salisbury, C., & Roach, V. (2001). Determining Policy Support for Inclusive
Schools. Consortium on Inclusive Schooling Practices, Erikson Institute, Chicago: IL.
Preparation and publication of this assessment was supported by Cooperative
Agreement (86V-4007) of the Consortium on Inclusive Schooling Practices, the Office of
Special Education Programs in the United States Department of Education in
Washington, D.C., and the National Association for State Boards of Education.
Strieker, T. & Logan, K. (fall, 2001) “Everybody WINS!” The State Education Standard. National
Association of State Boards of Education. Alexandria, VA.
Rubin, H. (2002). Collaborative Leadership: Developing Effective Alliances Between
Communities and Schools. SAGE Publication Company.
Wright, P., Wright, P. & Heath, S. (2004). Wrightslaw: No Child Left Behind. Harbor House Law
Press.
Wright, P. & Wright, P. (2005). IDEA 2004. Harbor House Law Press.