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The Inclusive School: Sustaining Equity and Standards

reviewed by Elizabeth B. Kozleski - 2006

coverTitle: The Inclusive School: Sustaining Equity and Standards
Author(s): Judy W. Kulgelmass
Publisher: Teachers College Press, New York
ISBN: 0807744913, Pages: 147, Year: 2004
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The inclusive schools movement has persisted over at least the last 20 years in pockets across the United States.  It has gained strength internationally and is now one of the United Nations Educational, Scientific and Cultural Organization’s (UNESCO’s) Education for All flagships.   In Kugelmass’s book, as with much of the current literature on inclusive schools, the definition of inclusiveness has been expanded from its roots in the disability movement.  Inclusive schools have come to signify an approach to education where students are taught together in classrooms where personalization of the curriculum, instruction and assessment is accomplished by skilled practitioners working in teams.  In inclusive schools, practitioners and families work together to understand and invest in education that unveils racism, ablism, classism and other forms of marginalization that are deeply ingrained in systems that select, classify, and separate children and teachers.  As the author explains, this work is complex and difficult... (preview truncated at 150 words.)

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Cite This Article as: Teachers College Record Volume 108 Number 1, 2006, p. 6-8
https://www.tcrecord.org ID Number: 11901, Date Accessed: 7/29/2021 9:43:06 PM

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About the Author
  • Elizabeth Kozleski
    University of Colorado in Denver
    E-mail Author
    ELIZABETH B. KOZLESKI is a Professor and the Associate Dean for Research at the School of Education, University of Colorado in Denver & Health Sciences Center. Elizabeth Kozleski currently directs two U.S. Department of Education funded projects: the National Institute for Urban School Improvement (www.urbanschools.org) and the National Center for Culturally Responsive Educational Systems (www.nccrest.org). She studies systems change, inclusive education, and professional development in urban education.
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