Inclusion Coaching for Collaborative Schools by Karten Toby J.;

Author:Karten, Toby J.;
Language: eng
Format: epub
ISBN: 1214231
Publisher: Corwin Press
Published: 2013-08-15T00:00:00+00:00

Copyright © 2013 by Corwin. All rights reserved. Reprinted from Inclusion Coaching for Collaborative Schools by Toby J. Karten. Thousand Oaks, CA: Corwin, www.corwin.com. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.

9

Inclusion Lenses

Attitudes

Helen Keller poignantly stated: “Optimism is the faith that leads to achievement; nothing can be done without hope and confidence” (Keller, 1903, p. 67). Her keen insights can be applied to inclusion school settings. If teachers believe that students are capable of achieving continued successes, then lessons are designed with appropriate and differentiated strategies that allow these achievements to happen. If educators are coached to highlight and recognize that they possess the competencies to make inclusion successes happen, then the learning is enhanced for all. If administrators and educators believe the obverse to be true, then pessimistic attitudes permeate to students. Since there is no template for inclusion or a definition of a typical inclusion child, acceptances of inclusion will vary, but attitudinal reflections are crucial for all.

Attitudinal barriers were a recurring theme in data. It is clear that inclusion will remain a significant challenge if practitioners are not committed to its principles and it will be impossible if practitioners fail to embrace their responsibility for the education of all children. (Glazzard, 2011, p. 56)

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