Every Child Deserves a Special Education

Lee Ann Jung,PhD,is founder of Lead Inclusion, Clinical Professor at San Diego State University, and a consultant to schools worldwide. A former special education teacher and administrator, Lee Ann now spends her time in schools, working shoulder-to-shoulder with teams in their efforts to improve systems and practice. She has consulted with schools in more than 30 countries and throughout the United States in the areas of universal design for learning, inclusion, intervention, and mastery assessment and grading. Lee Ann is the author of 7 books, numerous journal articles and book chapters on inclusion, universal design, and assessment. She serves on the advisory board for Mastery Transcript Consortium, as section editor of the Routledge Encyclopedia of Education, and on the editorial board member for several professional journals. In her community, Lee Ann is a board member for Life Adventure Center, a local nonprofit with a mission of healing for those who have experienced trauma.Bring Lee Ann Jung to your school or district! Learn more at LeadInclusion.orgLorraine Graham, PhD, is foundation professor of Learning Intervention at The University of Melbourne. Lorraine began her career as a primary (elementary) teacher. She has written eight books and has a track record of scholarship in the areas of inclusive education and intervention research. Over the last 30 years Lorraine has worked nationally and internationally with schools and school systems to support students with learning difficulties and deliver professional learning to teachers. In 2023, Lorraine was honoured for significant service to education, particularly in the field of inclusive learning.Nancy Frey is a professor in educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Her published titles include The Courage to Learn, The Art and Science of Coaching, How Scaffolding Works, and The Illustrated Guide to Visible Learning. Frey is a credentialed special educator, reading specialist, and administrator in California and learns from teachers and students every day.Douglas Fisher is professor and chair of educational leadership at San Diego State University and a teacher leader at Health Sciences High and Middle College. Previously, Fisher was an early intervention teacher and elementary school educator. In 2022, he was inducted into the Reading Hall of Fame by the Literacy Research Association. He has published numerous articles on reading and literacy, differentiated instruction, and curriculum design, as well as books such as Your Introduction to PLC+, Welcome to Teaching, How Feedback Works, Teaching Reading, and RIGOR Unveiled. Fisher loves being an educator and hopes to share that passion with others.John Hattie, PhD, is an award-winning education researcher and best-selling author with nearly thirty years of experience examining what works best in student learning and achievement. His research, better known as Visible Learning, is a culmination of nearly thirty years synthesizing more than 2,100 meta-analyses comprising more than one hundred thousand studies involving over 300 million students around the world. He has presented and keynoted in over three hundred international conferences and has received numerous recognitions for his contributions to education. His notable publications include Visible Learning, Visible Learning for Teachers, Visible Learning and the Science of How We Learn, Visible Learning for Mathematics, Grades K-12, and 10 Mindframes for Visible Learning.

• IntroductionMindframe One: Every Child Is SpecialNecessary for Some, Good for ALLThinking StrategicallyMindframe Two: All Students Can Achieve at High LevelsLabels as Opportunity ThievesExpecting Successful InclusionAn Infused Skills GridMindframe Three: Differentiation Provides Multiple Pathways to SucceedWhat is differentiation?Differentiation is NOT a Set of ActivitiesDifferentiation Focuses on Time and PathwaysDifferentiation is NOT TrackingPersonalization and Individualization are Not the Essence of DifferentiationMindframe Four: Instruction Can Prevent Gaps and Intervention Can Close ThemA Decision-Making ModelData MeetingsMindframe Five: Assessment Has the Power to Promote GrowthMisunderstandings of Formative and SummativeMultiple Means of RepresentationMastery RubricsAssess WITH StudentsFeedbackSelf AssessmentConnecting Self-Assessment and FeedbackConclusion