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 7-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 (except fully-online courses) there are 2 days of face-to-face learning at the host site at the beginning of the course, usually on a weekend. The remaining (approximately 30) hours of each course are online. Fully-online courses include both synchronous and asynchronous components. 

Please reload

Completed Cohorts

Central America/Colombia 

2014-2015, Supported by Tri-Association

Professional Learning Only

For those who want to take the coursework for professional learning only, the fee is $750 USD per course. Course fees are not refundable, but you may transfer your purchase to another person. The course is identical to the graduate credit option but leads to a certificate of completion, rather than college credit.

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. The additional tuition for graduate credit is $130 per credit unit, payable to SDSU.

Participants have the option to matriculate into an all-online Master of Arts in Teacher Leadership. This option does require GRE scores and TOEFL for those with English as an additional language. The master's degree an additional 9 credit units (beyond the 21 completed in the Inclusive Leadership Program). Participants wanting this option should apply in their first semester in the Inclusive Leadership Program. Tuition for the additional 3, online courses to receive a master's degree are at SDSU's usual rate (approximately $1794 per course as of 2020). All questions about the MA program should be directed to Dr. Jim Marshall:

Please reload

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 615 (Part I) | 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." The framework of Universal Design for Learning is introduced, and participants practice using this to identify strengths and areas of opportunity. 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).

MTSS and RTIi in Inclusive Schools

SDSU COURSE: EDL 615 (Part II) | Course Syllabus


This course provides an understanding of Multi-tiered Systems of Support, including Response to Instruction and Intervention and Positive Behavior Supports. How do we change our systems and structures so we have a clear mechanism for operating as a team to make decisions about small-group instruction, intervention, and referral that are efficient, effective, and equitable? Who receives intervention? How does this look? What are the data we need to make decisions about grouping and intervention? 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 within the context of MTSS in this course. 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.

From Goals to Growth: Intervention and Support in Every Classroom

SDSU COURSE: EDL 616: (Part I)| 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 616: (Part II)| 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.

Foundations of Coaching and Consultation in Inclusive Schools


SDSU COURSE: EDL 617 (Part I)|

In this course, participants will gain skills in coaching, consultation, and collaboration to support inclusive practices.

Advanced Coaching and Consultation in Inclusive Schools



In this course, participants will build upon their skills in coaching, consultation, and collaboration to support inclusive practices.

Organizational Leadership in Inclusive Schools


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.

Please reload

2020 by Lead Inclusion, PO Box 910072, Lexington, KY 40591-0072