Pre-AP Instructional Leadership Strategies—Inclusion of Special Needs Students in Curriculum That Leads to College
Learn the basics of preparing special needs students
Administrators with building-level or district-wide curriculum responsibilities learn how to plan, implement, and evaluate inclusion programs for college-bound special needs students.
- Identify students with special needs
- Develop a working definition of inclusion
- Learn how your beliefs impact inclusion of students and student performance
- Understand the connections between legislation, inclusion, and student performance
- Learn how to use quality indicators for inclusion programs
- Gain a clearer understanding of test accommodations
- Increase the number of students with disabilities in college-prep courses
- Develop a model for schools to meet College Board documentation guidelines (SAT, PSAT/NMSQT, and AP)
Introduction and Goals
Impact of Belief Systems
Assessing Your Program
Inclusion Quality Indicators
Review and Discussion
Improving Your Program: An Inclusion Planning Guide
Sandy Courneen is the retired inclusion facilitator at the Rochester City School District in Rochester, New York.
Richard Grybos is the retired director of instruction for special education at the Rochester City School District in Rochester, New York. A former special education teacher, he has also supervised special education programs from pre-K through senior high, and served in elementary building principal positions. Since his retirement, Mr. Grybos has taught graduate classes and supervised student teachers. Most recently, he was a coapplicant and received the New York State Department of Education approval for a new charter school in Rochester, New York.