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The Inclusive Education Checklist, A Self-Assessment of Best Practices, Second Edition
Villa, Richard and Jacqueline Thousand
National Professional Resources / Softcover / 2021-05-01 / 1887943919
Learning Disabilities / Forthcoming
price: $19.50 (may be subject to change)
Not Yet Published

Quality inclusive education is a goal and a requirement for educators today. This second edition of The Inclusive Education Checklist is an indispensable resource for educators committed to creating and sustaining truly inclusive educational environments that achieve the goals of access, participation, supports, and success for all children.

Authors Richard Villa and Jacqueline Thousand, who have spent over four decades advocating for and supporting school communities to initiate, implement, and sustain inclusive education best practices, synthesize their experience and extensive research to provide educators with an insightful and practical tool for implementing, assessing, and optimizing inclusive education.

The book offers a checklist of 15 key inclusive education best practices that together comprise quality inclusive education. Each chapter details an individual best practice and provides a list of best practice indicators that deconstruct the best practice. Readers are instructed to rate the degree to which each indicator occurs in their school in a scoring box to the left of the indicator. Instructions are provided for how to calculate and interpret the total score, mean score, and range of scores.

This updated edition includes new content on teaching in virtual and blended environments, social and emotional learning, restorative justice, professional learning and coaching, and decision-making processes for determining where, when, and how to address IEP goals for students with extensive support needs.

In this updated edition, chapters/best practices are:

• Understanding What Inclusive Education Is and Is Not
• Home-School-Community Collaboration
• Administrative Practices Supportive of Inclusive Education
• Redefined Roles and Responsibilities
• Collaborative Teaming
• Co-Teaching
• Student-Centered, Strength-Based Assessment and Differentiated Instruction
• Student Self-Determination and Natural Peer Supports
• Integrated Delivery of Related Services
• Multi-Tiered System of Supports (MTSS) for Differentiated Academic, Behavior, and Social-Emotional Learning
• Positive Behavior Support (PBS), Schoolwide PBS, and Restorative Justice
• Decision-Making Processes for Determining Where, When, and How to Address IEP Goals for Students with • Extensive Support Needs
• Professional Learning and Coaching
• Transition Planning
• Site-Based Continuous Planning for Sustainability

About the Authors:

Richard A. Villa, EdD received his doctorate from the University of Vermont where he was adjunct professor from 1981-1996. He has worked with thousands of teachers and administrators throughout North America and the world to develop and implement organizational and instructional support systems for educating all students within general education settings. Villa has been a middle and high school classroom teacher, special educator, special education coordinator, pupil personnel services director, and director of instructional services. He works with schools, governmental and non-governmental agencies, and advocacy organizations.

Villa has authored over one hundred articles and book chapters and co-authored fourteen books on topics of inclusive education, differentiated instruction, collaborative planning, co-teaching, RTI, and school restructuring. He has also developed multimedia kits for teachers, administrators, and parents.

For National Professional Resources, Villa is co-author of the books The Inclusive Education Checklist and The Early Childhood Inclusive Education Checklist; the laminated reference guides, Differentiated Instruction: Creating Inclusive Classrooms, Co-Teaching At A Glance, and RTI: Co-Teaching & Differentiated Instruction; and hosts the professional development videos Collaborative Planning: Transforming Theory into Practice, and Collaborative Teaching: The Co-Teaching Model (sold individually or as a set, Collaboration for Inclusion).

Jacqueline Thousand, PhD coordinates special education teacher preparation and graduate program options in the School of Education at California State University, San Marcos. Jacqueline is a noted national and systems change consultant and inclusive education advocate. She has co-authored 15 books as well as numerous research articles and chapters on issues related to co-teaching, inclusive schooling, organizational change strategies, differentiated instruction and universal design, cooperative learning, collaborative teaming processes, creative problem solving, student self-determination, and discipline with dignity.

She is actively involved in international teacher education and inclusive education endeavors and serves on the editorial and advisory boards of several national and international journals and professional organizations.

For National Professional Resources, Thousand is co-author of the books The Inclusive Education Checklist and The Early Childhood Inclusive Education Checklist, and the laminated reference guides, Differentiated Instruction: Creating Inclusive Classrooms, RTI: Co-Teaching & Differentiated Instruction, and Co-Teaching at a Glance.

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