The Everyday Inclusion Toolkit
A General Educator's Practical Guide to Special Education Strategies
Will be published approx. on 24. December 2026
Book
Paperback/Softback
208 pages
979-8-216-39046-6 (ISBN)
Description
The Everyday Inclusion Toolkit is designed to support educators working with students with disabilities in general education settings. Unlike other texts that emphasize legal requirements, disability classifications, or broad service-delivery frameworks, this book prioritizes foundational classroom practices that benefit all students while being particularly supportive of students with disabilities. It underscores the importance of inclusive learning environments that recognize and respond to students' diverse backgrounds, identities, and learning needs.
The book emphasizes the fundamental strategies that offer the most potential for general education teachers in inclusive classrooms. By focusing on the rationale for inclusive practices and their day-to-day implementation, the book demystifies special education and empowers general educators to confidently support all learners.
The book emphasizes the fundamental strategies that offer the most potential for general education teachers in inclusive classrooms. By focusing on the rationale for inclusive practices and their day-to-day implementation, the book demystifies special education and empowers general educators to confidently support all learners.
Reviews / Votes
The Everyday Inclusion Toolkit is a timely and necessary contribution to the field of education. Collins, Landrum, and Sweigart have successfully translated the complexity of special education into a clear, actionable framework that empowers general educators to lead with confidence. By grounding inclusive practices in research-based fundamentals and emphasizing practical application, this work reinforces a truth we know well in schools: when we intentionally design instruction to meet the needs of our most vulnerable learners, we strengthen outcomes for all students. This text is not just a guide; it is a call to action for educators to embrace inclusion as both a responsibility and an opportunity to elevate teaching and learning at every level. -- Jeremy S. Owoh * Ed.D, Superintendent of Schools, Jacksonville North Pulaski School District *More details
Series
Language
English
Place of publication
New York
United States
Publishing group
Bloomsbury Publishing Plc
Target group
College/higher education
Illustrations
6 B/W figures
Dimensions
Height: 229 mm
Width: 152 mm
ISBN-13
979-8-216-39046-6 (9798216390466)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
Lauren Collins is an Associate Professor at San Diego State University whose work centers on the identification and dissemination of evidence-based practices in special education, particularly for students with emotional and behavioral needs. Her research focuses on positive, preventive approaches to improving student behavior and fostering meaningful teacher-student relationships in inclusive classroom settings. She is the author of Improving Student Behavior and Cultivating Meaningful Relationships: A Teacher's Guide to Positive and Preventive Approaches in Inclusive Classrooms. She also serves as Vice President of the Council for Exceptional Children's Division for Emotional and Behavioral Health.
Tim Landrum is a Professor at the University of Louisville. His research and teaching focuses on emotional and behavioral disorders, classroom and behavior management, the identification of evidence-based practices, and the translation of research into practice. He is a past President of the Council for Exceptional Children's Division for Research (CEC- DR) as well as its Division for Emotional and Behavioral Health (DEBH).
Chris Sweigart is a regional special education consultant and the creator of Limened, a resource-rich website designed to help teachers support students facing academic, behavioral, and emotional challenges. His professional background spans roles such as a teacher of students with emotional and behavioral disorders, director of outreach at a community youth center, and coordinator for a transitional housing and mentoring program for youth and young adults with disabilities.
Tim Landrum is a Professor at the University of Louisville. His research and teaching focuses on emotional and behavioral disorders, classroom and behavior management, the identification of evidence-based practices, and the translation of research into practice. He is a past President of the Council for Exceptional Children's Division for Research (CEC- DR) as well as its Division for Emotional and Behavioral Health (DEBH).
Chris Sweigart is a regional special education consultant and the creator of Limened, a resource-rich website designed to help teachers support students facing academic, behavioral, and emotional challenges. His professional background spans roles such as a teacher of students with emotional and behavioral disorders, director of outreach at a community youth center, and coordinator for a transitional housing and mentoring program for youth and young adults with disabilities.
Content
Preface
SECTION 1: Background to Inclusive Education
Chapter 1. Introduction: What is special education?
Chapter 2. The Special Education Process
Chapter 3. Multi-tiered Systems of Support
Chapter 4. Co-Teaching: The Basic Concepts
SECTION 2: Strategies that work for all, but are especially needed for students with disabilities included in general education classrooms
Chapter 5. Fundamentals of Explicit Instruction
Chapter 6. Fundamentals of Classroom Management
Chapter 7. Low-Intensity Behavioral Strategies
Chapter 8. Low-Intensity Academic Instructional Strategies
SECTION 3: Other Considerations
Chapter 9. Supporting Students with Disabilities in Inquiry-based Classrooms
Chapter 10. Supporting Students with Disabilities in Specials: Art, Music, and P.E.
Chapter 11. Supporting a Broad Range of Disabilities: Embracing Neurodiversity in the Classroom
Index
About the Authors
SECTION 1: Background to Inclusive Education
Chapter 1. Introduction: What is special education?
Chapter 2. The Special Education Process
Chapter 3. Multi-tiered Systems of Support
Chapter 4. Co-Teaching: The Basic Concepts
SECTION 2: Strategies that work for all, but are especially needed for students with disabilities included in general education classrooms
Chapter 5. Fundamentals of Explicit Instruction
Chapter 6. Fundamentals of Classroom Management
Chapter 7. Low-Intensity Behavioral Strategies
Chapter 8. Low-Intensity Academic Instructional Strategies
SECTION 3: Other Considerations
Chapter 9. Supporting Students with Disabilities in Inquiry-based Classrooms
Chapter 10. Supporting Students with Disabilities in Specials: Art, Music, and P.E.
Chapter 11. Supporting a Broad Range of Disabilities: Embracing Neurodiversity in the Classroom
Index
About the Authors