Amy has been working with districts and schools, both nationally and internationally, for well over fifteen years in the area of inclusive education capacity building and systems change. She began her career as a K-12 inclusive education teacher for students with developmental and intellectual disability labels, and moved into the role of contractor and researcher working with families, teachers and leaders across the globe facilitating effective inclusion for all learners, paying special attention to those who are typically marginalized and segregated, such as student with intensive support needs. Currently, Amy is an Assistant Professor within the College of Education and Leadership at Cardinal Stritch University. She teaches courses related to student diversity, co-teaching and collaborative education methods, inclusive education, special educaiton law and leadership and educational foundations. Amy received her Ph. D. in Curriculum and Instruction from the University of South Florida within the Departments of Educational Leadership/Policy Studies and Special Education. Her research focuses on teacher and leadership education in special education, blended and on-line teacher/leader education and multi-dimensional capacity building for effective inclusion. Amy actively researches and publishes in the area of school systems and special education leader/teacher capacity building, especially for students with moderate and severe support needs.
Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 2022
The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, col... more The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!
Advances in Early Childhood and K-12 Education, 2020
The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, col... more The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!
With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Indi... more With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), the inclusion of students with disabilities (SWDs) in general education classrooms has become more prevalent within our public schools (DuFour & Eaker, 1998; Mcleskey et al., 2010). Current research on inclusion focuses on student outcomes and procedural changes and not the contexts and capabilities of education leaders who are implementing it. Empirical research that examines how schools have built the capacity for sustaining these models, especially through the perspectives of those who implement it, is limited to date. The purpose of the current study was to examine in depth one school’s capacity development during their own inclusive education reform. Specifically, this study (1) explored how school leaders perceived their own capacity in initiating and implementing inclusion reform; (2) explored how leaders perceived the school’s...
The continued presence of educational management organizations (EMO) is explained as an inevitabl... more The continued presence of educational management organizations (EMO) is explained as an inevitable and continued component of the public school landscape. This article discusses both why EMOs are here to stay and the benefits of EMOs in public education. Statistics are shared showing a 420% increase in the number of EMOs over the past 11 years as well as the Obama administration’s commitment to choice and entrepreneurship in education. EMOs’ role of providing a quality education option for students living in low-income urban neighborhoods and students of color was discussed using evidence and research showing that EMOs serve students of color in the urban centers of districts. In addition, the benefit of being free from the bureaucratic control of traditional public school districts is examined. Last, research findings that suggest significant academic gains for students attending EMO-run schools are presented. Together, these findings suggest that EMO-run schools are a beneficial c...
International Journal of Inclusive Education, 2013
Leaders within education must weigh a number of fundamentals as they engage the needs of the stak... more Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district's practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included.
Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for stu... more Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for students, this issue compiles the voices and perspectives from self-advocates, family members, educators, and researchers on how the IEP is more than mere compliance. And how, when developed strategically, it works to shift the focus away from procedural compliance to one of meaningful programming that builds inclusive lives for individuals. “The Individualized Education Program as a living document” is comprised of work that discussed what the IEP as a living document means and how to implement such a vision with your own students, organization or school. The information within this issue serves to reignite the commitment to free appropriate public education by its encouragement of an inclusive community and authentic partnership and programming, using the IEP as a proactive tool, rather than seen as an object of mere compliance.
Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive... more Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive work was conducted using experts in the field to generate the Best Practices in Inclusive Education (BPIE). These indicators of best practices nationally have served as the focus and guiding light for Florida school district administrators and educators in their efforts to increase inclusion in Florida’s schools. The FIN website (located at http://www.floridainclusionnetwork.com/ describes the BPIE as: An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.
Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for stu... more Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for students with significant disabilities, this issue of TASH Connections compiles the voices and perspectives from self-advocates, family members, educators, and researchers on how the IEP is more than mere compliance. And how, when developed strategically, it works to shift the focus away from procedural compliance to one of meaningful programming that builds inclusive lives for individuals with significant disabilities. The IEP, as a foundational requirement of the Individuals with Educational Improvement Act (2004) should be seen as a support to meaningful inclusive lives, yet is all too often seen as a barrier to such programming. We must begin to break down the narrative of procedural compliance and offer real life suggestions of how the field can move forward. This issue will show how the IEP process can be used as beneficial tool for inclusive community building. Together we can rewrite the narrative and start action towards building meaningful living IEPs nationally. The issue authors bring the conversation front and center by problematizing the current compliance and procedural nature of the IEP process. By calling upon the field to embrace the IEP as a living document that is flexible, collaborative and necessary to build authentic inclusive communities for students with significant disabilities, they each offer strategic solutions for new and innovative practices. This issue brings readers through a journey of problematization to solutions, deconstructing the current practices surrounding the IEP through family and teacher perspectives and then concluding with real day solutions for TASH members to put into action. Included also is a legal analysis and overview of the potential impact of the Endrew F. v. Douglas County School District RE-1 decision on what constitutes educational benefit within individualized educational programs. The issue opens with two parent perspective pieces: The Individual Education Plan: From individual needs to meaningful relationships (Black and Montvalo) and Engaging Parents: Utilizing the IEP to cultivate meaningful relationship (Ramlackhan and West). Through these parents' honest and open discussions of their experiences as administrators, teachers, scholars and parents of children with significant and multiple disabilities, the current IEP process is outlined as one that: (1) divides parents/guardians against school personnel; (2) uses standards based curriculum as a justification and rationale for segregated programming and placement; and (3) focuses on procedural compliance over authentic partnership. Both then offer new narratives and suggestions of how the IEP can be a flexible tool that is used to strategically develop true partnerships and meaningful systems of support. Filled with suggestions for teachers, administrators and parents, the next piece by Ramlackhan, The IEP as a gateway to inclusive spaces, shares her perspective as an educator working in a system that pushes compliance over authentic partnership and
Leaders within education must weigh a number of fundamentals as they engage the
needs of the stak... more Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district’s practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included.
BACKGROUND: As the number of individuals with significant disabilities transitioning into competi... more BACKGROUND: As the number of individuals with significant disabilities transitioning into competitive, integrated employment increases, so must the knowledge, experience, and expectations of vocational rehabilitation personnel. Evolving responsibilities require that employment specialists acquire the information, skills, attitudes and values necessary to realize integrated outcomes. OBJECTIVE: This is a follow-up to Brown & Kessler's 2014 JVR article on generating integrated worksites for individuals with significant disabilities. This article outlines an integrated work skill analysis strategy for individuals with significant disabilities. It is intended that the information presented here can be used to increase the number of individuals with significant intellectual disabilities who function effectively in integrated employment. CONCLUSION: It is important that individuals with significant disabilities are given the opportunities to succeed in employment. Following strategies to ensure the particular work environment will be safe and appropriate for a particular worker is just one step towards the chance to thrive in the workplace.
This paper situates educational leadership within the capabilities approach, by reporting the fin... more This paper situates educational leadership within the capabilities approach, by reporting the findings of an interview case study examining a group of educational leaders who were identified as being highly inclusive and effective. Reuslts indicate that each leaders was driven by one of five common personal views on their role as a leader in special education. However, the two leaders in particular that led programs inclusive of all students, including those with the most significant behavioral and intellectual needs, were the most closely aligned with Nussbaum's Capability approach. These two leaders provide a window by which planning for the variability of each students was placed that at the forefront of their decision-making process. This vision and process, is shared.
Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive... more Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive work was conducted using experts in the field to generate the Best Practices in Inclusive Education (BPIE). These indicators of best practices nationally have served as the focus and guiding light for Florida school district administrators and educators in their efforts to increase inclusion in Florida’s schools. The FIN website (located at http://www.floridainclusionnetwork.com/ describes the BPIE as: An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.
Research Anthology on Inclusive Practices for Educators and Administrators in Special Education, 2022
The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, col... more The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!
Advances in Early Childhood and K-12 Education, 2020
The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, col... more The challenges facing full inclusion are many: time, scheduling, role clarity, self-efficacy, collaboration, parity, classroom management, new and different skill sets, training, and support. If we plan for, train, and schedule special and general education teachers as separate entities, they will be. Instead, all educators and leaders must be viewed, and treated, as part of a single working system. This chapter outlines concrete and actionable strategies for school leaders and general and special educators to support effective inclusion and make it a reality for all students. Hard work? Yes! Worth it? Absolutely!
With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Indi... more With the passage of the No Child Left Behind Act (NCLB, 2002) and the reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004), the inclusion of students with disabilities (SWDs) in general education classrooms has become more prevalent within our public schools (DuFour & Eaker, 1998; Mcleskey et al., 2010). Current research on inclusion focuses on student outcomes and procedural changes and not the contexts and capabilities of education leaders who are implementing it. Empirical research that examines how schools have built the capacity for sustaining these models, especially through the perspectives of those who implement it, is limited to date. The purpose of the current study was to examine in depth one school’s capacity development during their own inclusive education reform. Specifically, this study (1) explored how school leaders perceived their own capacity in initiating and implementing inclusion reform; (2) explored how leaders perceived the school’s...
The continued presence of educational management organizations (EMO) is explained as an inevitabl... more The continued presence of educational management organizations (EMO) is explained as an inevitable and continued component of the public school landscape. This article discusses both why EMOs are here to stay and the benefits of EMOs in public education. Statistics are shared showing a 420% increase in the number of EMOs over the past 11 years as well as the Obama administration’s commitment to choice and entrepreneurship in education. EMOs’ role of providing a quality education option for students living in low-income urban neighborhoods and students of color was discussed using evidence and research showing that EMOs serve students of color in the urban centers of districts. In addition, the benefit of being free from the bureaucratic control of traditional public school districts is examined. Last, research findings that suggest significant academic gains for students attending EMO-run schools are presented. Together, these findings suggest that EMO-run schools are a beneficial c...
International Journal of Inclusive Education, 2013
Leaders within education must weigh a number of fundamentals as they engage the needs of the stak... more Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district's practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included.
Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for stu... more Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for students, this issue compiles the voices and perspectives from self-advocates, family members, educators, and researchers on how the IEP is more than mere compliance. And how, when developed strategically, it works to shift the focus away from procedural compliance to one of meaningful programming that builds inclusive lives for individuals. “The Individualized Education Program as a living document” is comprised of work that discussed what the IEP as a living document means and how to implement such a vision with your own students, organization or school. The information within this issue serves to reignite the commitment to free appropriate public education by its encouragement of an inclusive community and authentic partnership and programming, using the IEP as a proactive tool, rather than seen as an object of mere compliance.
Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive... more Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive work was conducted using experts in the field to generate the Best Practices in Inclusive Education (BPIE). These indicators of best practices nationally have served as the focus and guiding light for Florida school district administrators and educators in their efforts to increase inclusion in Florida’s schools. The FIN website (located at http://www.floridainclusionnetwork.com/ describes the BPIE as: An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.
Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for stu... more Focusing on how to reframe the IEP as a tool for building authentic inclusive communities for students with significant disabilities, this issue of TASH Connections compiles the voices and perspectives from self-advocates, family members, educators, and researchers on how the IEP is more than mere compliance. And how, when developed strategically, it works to shift the focus away from procedural compliance to one of meaningful programming that builds inclusive lives for individuals with significant disabilities. The IEP, as a foundational requirement of the Individuals with Educational Improvement Act (2004) should be seen as a support to meaningful inclusive lives, yet is all too often seen as a barrier to such programming. We must begin to break down the narrative of procedural compliance and offer real life suggestions of how the field can move forward. This issue will show how the IEP process can be used as beneficial tool for inclusive community building. Together we can rewrite the narrative and start action towards building meaningful living IEPs nationally. The issue authors bring the conversation front and center by problematizing the current compliance and procedural nature of the IEP process. By calling upon the field to embrace the IEP as a living document that is flexible, collaborative and necessary to build authentic inclusive communities for students with significant disabilities, they each offer strategic solutions for new and innovative practices. This issue brings readers through a journey of problematization to solutions, deconstructing the current practices surrounding the IEP through family and teacher perspectives and then concluding with real day solutions for TASH members to put into action. Included also is a legal analysis and overview of the potential impact of the Endrew F. v. Douglas County School District RE-1 decision on what constitutes educational benefit within individualized educational programs. The issue opens with two parent perspective pieces: The Individual Education Plan: From individual needs to meaningful relationships (Black and Montvalo) and Engaging Parents: Utilizing the IEP to cultivate meaningful relationship (Ramlackhan and West). Through these parents' honest and open discussions of their experiences as administrators, teachers, scholars and parents of children with significant and multiple disabilities, the current IEP process is outlined as one that: (1) divides parents/guardians against school personnel; (2) uses standards based curriculum as a justification and rationale for segregated programming and placement; and (3) focuses on procedural compliance over authentic partnership. Both then offer new narratives and suggestions of how the IEP can be a flexible tool that is used to strategically develop true partnerships and meaningful systems of support. Filled with suggestions for teachers, administrators and parents, the next piece by Ramlackhan, The IEP as a gateway to inclusive spaces, shares her perspective as an educator working in a system that pushes compliance over authentic partnership and
Leaders within education must weigh a number of fundamentals as they engage the
needs of the stak... more Leaders within education must weigh a number of fundamentals as they engage the needs of the stakeholders they represent within the political, social and economic context they operate within. Leaders must consider the unique needs and capabilities of individuals who might not possess similar abilities or talents to those of the majority. In this paper, we explore the capability approach as a frame to consider such contextual fundamentals in inclusive education leadership. In order to examine how educational leaders address the diverse needs of the groups they serve, we interviewed five central office educational administrators in the USA with the responsibility for leading programming for students with special needs. Using a human capabilities frame, we developed targeted questions to determine whether school leaders uphold the tenets of this theoretical foundation within their district’s practices in an era of tight fiscal management and accountability. Findings indicate that those leaders whose districts had the highest level of inclusion for most students, including students with significant disabilities, most closely align with the capability approach. Recommendations for continued research and implications for both practice and policy are included.
BACKGROUND: As the number of individuals with significant disabilities transitioning into competi... more BACKGROUND: As the number of individuals with significant disabilities transitioning into competitive, integrated employment increases, so must the knowledge, experience, and expectations of vocational rehabilitation personnel. Evolving responsibilities require that employment specialists acquire the information, skills, attitudes and values necessary to realize integrated outcomes. OBJECTIVE: This is a follow-up to Brown & Kessler's 2014 JVR article on generating integrated worksites for individuals with significant disabilities. This article outlines an integrated work skill analysis strategy for individuals with significant disabilities. It is intended that the information presented here can be used to increase the number of individuals with significant intellectual disabilities who function effectively in integrated employment. CONCLUSION: It is important that individuals with significant disabilities are given the opportunities to succeed in employment. Following strategies to ensure the particular work environment will be safe and appropriate for a particular worker is just one step towards the chance to thrive in the workplace.
This paper situates educational leadership within the capabilities approach, by reporting the fin... more This paper situates educational leadership within the capabilities approach, by reporting the findings of an interview case study examining a group of educational leaders who were identified as being highly inclusive and effective. Reuslts indicate that each leaders was driven by one of five common personal views on their role as a leader in special education. However, the two leaders in particular that led programs inclusive of all students, including those with the most significant behavioral and intellectual needs, were the most closely aligned with Nussbaum's Capability approach. These two leaders provide a window by which planning for the variability of each students was placed that at the forefront of their decision-making process. This vision and process, is shared.
Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive... more Florida Inclusion Network (FIN) to generate a set of standards for inclusive education. Extensive work was conducted using experts in the field to generate the Best Practices in Inclusive Education (BPIE). These indicators of best practices nationally have served as the focus and guiding light for Florida school district administrators and educators in their efforts to increase inclusion in Florida’s schools. The FIN website (located at http://www.floridainclusionnetwork.com/ describes the BPIE as: An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.
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Papers by Amy Toson
An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx
This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.
needs of the stakeholders they represent within the political, social and economic
context they operate within. Leaders must consider the unique needs and
capabilities of individuals who might not possess similar abilities or talents to
those of the majority. In this paper, we explore the capability approach as a frame
to consider such contextual fundamentals in inclusive education leadership. In
order to examine how educational leaders address the diverse needs of the groups
they serve, we interviewed five central office educational administrators in the
USA with the responsibility for leading programming for students with special
needs. Using a human capabilities frame, we developed targeted questions to
determine whether school leaders uphold the tenets of this theoretical foundation
within their district’s practices in an era of tight fiscal management and
accountability. Findings indicate that those leaders whose districts had the highest
level of inclusion for most students, including students with significant
disabilities, most closely align with the capability approach. Recommendations for
continued research and implications for both practice and policy are included.
Teaching Documents by Amy Toson
An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx
This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.
An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx
This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.
needs of the stakeholders they represent within the political, social and economic
context they operate within. Leaders must consider the unique needs and
capabilities of individuals who might not possess similar abilities or talents to
those of the majority. In this paper, we explore the capability approach as a frame
to consider such contextual fundamentals in inclusive education leadership. In
order to examine how educational leaders address the diverse needs of the groups
they serve, we interviewed five central office educational administrators in the
USA with the responsibility for leading programming for students with special
needs. Using a human capabilities frame, we developed targeted questions to
determine whether school leaders uphold the tenets of this theoretical foundation
within their district’s practices in an era of tight fiscal management and
accountability. Findings indicate that those leaders whose districts had the highest
level of inclusion for most students, including students with significant
disabilities, most closely align with the capability approach. Recommendations for
continued research and implications for both practice and policy are included.
An internal assessment instrument to facilitate the analysis, implementation, and improvement of inclusive educational practices at the district, school, and education team levels. The BPIE assessment is conducted with a team of relevant stakeholders and is facilitated by a trained FIN facilitator. The assessment team meets during multiple (3-4) sessions to complete the assessment process and develop an action plan based on scoring results and priority needs. The action plan is used for short- and long-range planning and implementation of improvement efforts and involves ongoing collaboration between district and school personnel and the Florida Inclusion Network. The BPIE was developed in collaboration with nationally known experts in the field of inclusive education and is based upon an extensive review of research, current literature, and best practices. http://www.floridainclusionnetwork.com/Research_Centers/CRSRL/Florida_Inclusion_Network/Services/Technical_Assistance_Activities_.aspx
This Guide provides an elaboration on each of the BPIE indicators at the Administrative Level.