Schools for Everyone

Issues of inclusion are firmly embedded in the lives of schools. School leaders dwell in a cacophony of particular interests and competing concerns, and they overhear many conversations in the schools and community that present complex challenges on these issues. Their thoughtful listening is required to transform these conversations into effective practice. But what does it mean to aim for inclusiveness in all aspects of education? What are the characteristics of inclusiveness? Who are we including? Who are we who presume to include? This sourcebook addresses these questions and concerns and provides important food for thought and tools for increasing understanding on this timely topic. This is the 3rd issue of the quarterly journal New Directions for School Leadership.

ELIZABETH A. HEBERT is principal of Crow Island School in Winnetka, Illinois. She has held teaching, supervisory, and administrative positions in special education, written numerous articles, and lectured extensively on the subject of authentic assessment and student portfolios.

1. Rethinking Inclusion The awareness of diverse perspectives and the thoughtful initiative of school leaders are required to address complex issues of inclusion in our schools.

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(10)

Elizabeth A. Hebert

2. Reflections on Inclusion: Being New and Becoming Known The fresh thinking of a beginning teacher in a third grade classroom reminds us that inclusion applies to teachers as well as students.

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(8)

Feanine L. O'Nan

3. Acceptance and Empathy: What It Means to Be a Truly Inclusive School The celebration of differences within a school community cannot occur without building a community of learners that practices acceptance, empathy, and inclusion.

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(12)

Lucinda Lee Katz

4. Access for All: Including the School Community in the Design of School Facilities The design and remodeling of school facilities should include the perspectives of teachers, parents, students, and community members.

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(8)

Steven Bingler

5. An Inclusive Approach to Assessing Children's Learning: Conversations About Portfolios The inclusion of children in the assessment process is fundamental to the consideration of children as competent participants in their own learning.

39

(12)

Elizabeth A. Hebert

6. Toward a More Inclusive Mission for Music Education in the Twenty-First Century Music instruction in schools has continued to focus largely on performance, despite the declining relevance of performance for most students. A more inclusive program is needed to serve the existing musical culture.

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(12)

Bennett Reimer

7. An Inclusive System Based on Cooperation: The Schools for Young Children in Reggio Emilia, Italy When deep respect, shared responsibility, and co-construction of learning among children and adults are paramount, inclusion becomes part of the system.

63

(14)

Lella Gandim

Amelia Gambetti

8. Opportunities for Inclusion in Advanced High School Classes: Leadership as a Catalyst for Change Successful efforts to increase student participation and success in advanced-level high school courses require thoughtful consideration of the research on tracking, as well as leadership in developing action plans for inclusive high schools.

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(18)

Betty Alford

9. Honoring Democratic Ideals of Inclusion: From the Challenge of Modeling to the Moment of Truth As leaders face the challenge of modeling inclusiveness, many tensions arise that provide a rich environment for continual conversations and growth.

95

(10)

Becky van der Bogert

Index

105

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Summary

Author Biography

Table of Contents

Supplemental Materials