INCLUSIVE LEADERSHIP PROGRAM

Schools worldwide are taking on the important initiative of strengthening INCLUSION! Yet, teachers throughout the world report feeling the least prepared in the area of inclusion. Our program provides research-based, practical strategies to meet the needs of all students in their classrooms. 

How do we differentiate effectively? What should the roles of the classroom teacher and the specialists be? How do we deliver intervention in ways that don’t pull students from their courses? What are the ways to use co-teaching within an RTI framework? How do we provide support within our master schedule? What data do we analyze as teams and how? How do we maximize our special education staff and paraprofessionals? What are the strategies that work? How do we make sure our IEPs are meaningful, matter, and are implemented? 

How it Works

This 5-course program prepares leaders, general educators, special educators, counselors, and others to lead teams in answering the above and many other questions. Courses in the program are delivered in a blended format by experts in the area of inclusion, special education, and response to intervention. For each course, there are 15 hours of face-to-face learning at the host site. The remaining 30 hours of each course are online. Participants can opt to take an additional five online courses  (10 total) to earn a Master of Arts degree in Educational Leadership from San Diego State University.

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Completed Cohorts

Central America/Colombia 

2014-2015, Supported by Tri-Association

Graduate Credit

Participants can choose to take the courses for graduate credit from San Diego State University. Enrolling is simple and does not require GRE scores for acceptance. Each course is 3 graduate credits, and the full program is 15 graduate credits. 

 

Participants have the option to matriculate into a Master of Arts in Educational Leadership. This option does require GRE scores and TOEFL for those with English as an additional language. The master's degree requirements include 30 credits, 15 of which are completed in the Inclusive Leadership Program. To complete the Master of Arts option, you must first apply to the program . Applications for the MA program are only taken in the fall semester for admission the following fall. To ensure all courses from the Inclusive Leadership Program transfer into the degree program, you should apply for admission into the master's program as soon as you enter the inclusive leadership program if you think there is any possibility that you would want to pursue the MA degree.

 

The additional 15 credits for participants wishing to complete the master's program are delivered online. For these courses, you join participants from cohorts around the world to expand your lens and make new connections.

Fees for Participation

The base fee for participation in the coursework is $750 USD per course ($550 for the Kentucky cohort). Tuition for graduate credit is an additional $390 USD ($1140 total) per course for the five courses in this program.

 

Tuition for the additional five, online courses to receive a master's degree are at SDSU's usual rate (approximately $1794 per course as of 2019).

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OPEN COHORTS

Kuala Lumpur

Kuala Lumpur

Kuala Lumpur

Santiago

Hosted by Nido de Aguilas. 

Course III begins August 2019.

 

 

São Paulo

Hosted by Graded American School of São Paulo.

Course III begins August 2019.

Quito

Hosted by Academia Cotopaxi International School. 

Course III begins September 2019.

Tokyo

Hosted by the American School in Japan. Course I begins November 2019.

Shanghai

Hangzhou

Co-hosted by Shanghai Community International School and Hangzhou International School.

Course I begins November, 2019.

 

Valencia

Hosted by American School of Valencia. 

Course I begins February, 2020.

 

 

Kuala Lumpur

Hosted by the International School of Kuala Lumpur. 

Course III begins November 2019.

Costa Rica

Co-hosted by Country Day School and the Lincoln School.

Course III begins September 2019.

 

 

Lexington, KY

Hosted by the Central Kentucky Educational Cooperative

Course I begins June 2020.

Jack Young

Elementary School Principal, San José, Costa Rica

"Being a part of the International Inclusive Leadership Program provided me with much more than professional development. I was given the opportunity to be with like-minded, passionate educators who all share the goal of bringing inclusive education to our school communities. The course selection provided me with fundamental knowledge and skills so I could effectively initiate change within my own school community, and the instructors were knowledgable, passionate, and dedicated to helping each individual grow as an inclusive educator. My participation in this program has been the most profound learning experience of my career."

Program Courses

Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Classrooms

SDSU COURSE: EDL 680 | Course Syllabus

In this course, we challenge the traditional views of general and special education and the resulting identities of educators. Participants actively explore and analyze concepts of school culture and climate for inclusive learning support, roles of everyone in the building to maximize our time and effectiveness, and the misunderstanding of students with disabilities as having "special needs." Rather than exploring strategies by disability category, we explore by area of need so the strategies can truly be implemented as universal design for learning in every classroom, harnessing the power of Tier 1 instruction. This course is based on the ASCD book, Your Students, My Students, Our Students: Rethinking Equitable and Inclusive Education ( September, 2019).

From Goals to Growth: Intervention and Support in Every Classroom

SDSU COURSE: EDL 630| Course Syllabus

In this field-based practicum course, participants experience a powerful process for developing life-changing plans for students who need support. You will work in interdisciplinary teams to develop growth plans that include measurable goals, research-based strategies, and a method to measure progress. You will learn to use “goal attainment scaling” as a way to measure and communicate progress on all types of goals, including both academic and social-emotional. The plans you develop are practical and designed to be incorporated into everyday lesson and unit planning. You will leave this workshop empowered with self-efficacy as individuals, collective self-efficacy as teams, and armed with a new method for planning to ensure the success of every student.  This course is based on the ASCD book, From Goals to Growth: Intervention and Support in Every Classroom (2018).

Teaming with Families in Inclusive Schools

SDSU COURSE: EDL 655| Course Syllabus

In this course, participants explore the interconnected nature of families and culture on schools and the vital need to honor and facilitate collegial relationships with students’ families in order to maximize student success. Participants learn to be intentionally inviting to families and to utilize the “family lens” when considering school policy and procedures. Participants practice using multiple tools to gather information from families about student routines and needs and to create high quality, student-centered ILP/IEPs that reflect family priorities. Other topics involve using intentional empathy to overcome judgment, handling difficult conversations, and celebrating cultural diversity in schools.

MTSS and RTIi in Inclusive Schools

SDSU COURSE: EDL 652| Course Syllabus

 

This course provides an understanding of Multi-tiered Systems of Support, including Response to Instruction and Intervention and Positive Behavior Supports. Inclusive environments celebrate the strengths and talents of every student and, likewise, incorporate the expertise of both generalists and specialists to support all students in the classroom who are struggling or require extension to move fluidly between tiers of support. The concepts of co-teaching, teaming, reader and writer’s workshops, creative scheduling, role, and student sharing are applied in this course to Multi-tiered Systems of Support. Research-based strategies for Response to Intervention and Instruction and Positive Behavior Intervention Supports are embedded in discussion about the logistics of providing both long- and short-term Tiers II and III supports.

Organizational Leadership in Inclusive Schools

SDSU COURSE: EDL 650|

In this final course in the Inclusive Leadership Program, participants will learn about models of organizational change. Inclusive leaders must always be instruments of change. Participants develop self-selected projects to develop their efficacy as inclusive leaders within the broader organization of schools. With instruction in models of organizational change and the guidance and feedback of their instructors, participants apply the tools and skills they developed in the program thus far to propose and implement an inclusive organizational change in their school setting as their culminating project.

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2019 by Lead Inclusion, PO Box 910072, Lexington, KY 40591-0072