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The nuts and bolts of creating an inclusive school is here, in Inclusive Schools in Action: Making Differences Ordinary. The authors share their wisdom and practical advice after successfully integrating inclusion into 50 schools. Use their framework, developed from their experiences in the field, to better meet the academic and social needs of all your students.

Authors James McLeskey and Nancy Waldron present a framework that enables teachers and administrators to collaborate as they discuss, experience, reflect, and apply information on school change and inclusion to their own schools. The change process is based on the authors' belief that inclusive schools cannot be developed from a prescribed model; instead the school must reflect its own beliefs, attitudes, culture, and skills. The result of this process is that schools that are more responsive to the individual needs of all students. The framework and collaborative reform that McLeskey and Waldron propose: Considers the attitudes and beliefs of school professionals. Clarifies the goals of a local inclusive program. Recognizes barriers to reorganizing special and general education instruction. Addresses the reasonable concerns of school personnel and parents.

Inclusive Schools in Action contains many examples and perspectives from classroom teachers, along with figures that present strategies, adaptations, and other practical information. By weaving together their experiences with the research, the authors provide educators with comprehensive information and tools for developing or improving inclusive schools.

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CHOICE Review

McLeskey and Waldron (Univ. of Florida) provide the framework for improving schools in order to meet the needs of all students, including those with disabilities. Based on observations during visits to classrooms and comments garnered from interviews and meetings with teachers and administrators, the authors use numerous examples for developing and improving inclusive schools. The first chapter lays the foundation of the book and reviews the issues involving change and inclusion. The next two chapters discuss the need for leadership and address organizational issues, including time for planning and staff development. Chapter 4 addresses the important issues regarding the need to change teacher attitudes and beliefs if inclusive schools are to be successful. The next several chapters examine the logistics and changes needed in the general education classrooms at the elementary and secondary levels to meet the academic and social needs of all students. Chapter 9 provides an approach for developing inclusive schools, while the last chapter offers lessons learned by the authors. The appendix lists books, articles, and resources that may be used to address the needs of all students. Highly recommended for upper-division undergraduates, graduates, and faculty. C. M. Bradley Northeastern Illinois University