The Administrative Climate and Context of Inclusive Elementary Schools

Abstract

D ifferences hold great opportunities for learning. Differences offer a free, abundant, and renewable resource. I would like to see our compulsion for eliminating differences replaced by an equally compelling focus on making use of these differences to improve schools. (Barth, 1990, pp. 514-515) American public schools are serving a more heterogeneous population than ever before. Thirtyfive percent of children in the U.S. are members of minority groups. Twenty percent of this country's children live in poverty, and the same proportion of children live in households headed by an immigrant (Olson, 2000). Despite the increasing diversity in our schools, the challenge of meeting the needs of diverse groups of students in public schools is not new. Riehl (2000) high-lights over a century of such efforts in a recent analysis of the principal's role in creating schools that are responsive to diverse students. Described by Grubb (1995) as "the old problem of new students," it is clear that issues associated with diversity are familiar challenges for school administrators.Currently composing over 10% of the school population (U.S. Department of Education, 1999), students with disabilities and those considered "at risk" represent one source of the increasing diversity in today's classrooms.

Exploring Predictors of Social Actions by General Education Students towards Peers with Disabilities

“…Additionally, integrating forms of technology into the curriculum, especially within team-based or group work activities, can further support collaborative interactions (e.g., Jonassen, Howland, & Marra, 2011;Shell et al, 2005). With targeted administrative support, shifts in school norms and intentional instructional practices can enhance the meaningful incorporation of students with diverse needs and abilities into the social and academic fabric of the school (Salisbury & McGregor, 2002).…”

Consultation, Collaboration, and Coaching: Essential Techniques for Integrating Assistive Technology Use in Schools and Early Intervention Programs

“…Collaboration is more likely to occur and be successful when it is valued and supported by the school principal (Salisbury & McGregor, 2002). Establishing this shared understanding and respect may be one of the most critical steps for an specialist trying to collaborate with teachers.…”

20 Ways for Classroom Teachers to Collaborate With Speech—Language Pathologists

“…Administrators and principals must promote and encourage collaboration for it to be successful (Salisbury & McGregor, 2002). Invite your principal into a collaborative classroom and share the progress of students who are benefiting from the technique.…”