Lay the foundation for inclusive, impactful classrooms where every student thrives

Every student deserves an education that is meaningful, memorable, and built for them. When we design learning with intentional, universal support, the impact extends beyond individual students it transforms entire classrooms.

In Every Child Deserves a Special Education, the authors introduce five powerful mindframes that reshape the way we think about teaching, learning, and inclusion. These mindframes spark a cycle of reflection and growth, shifting not just what we do, but how we see our students, our classrooms, and our role as educators. Inside, you ll find:

• Five essential educator mindframes helping you plan for both diverse learners and the diversity within each learner
• Stories and examples that bring these mindframes to life through real classroom experiences
• Reflection tools to help you examine and refine your own beliefs and practices True inclusion starts with how we think, not just what we do. Every Child Deserves a Special Education will help you build the mindset every classroom needs for all students to thrive.

Autorentext

Dr. Lee Ann Jung is the founder of Lead Inclusion and Professor of Practice at San Diego State University. She is a former special education teacher, administrator, and full professor at the University of Kentucky, where she was director of international partnerships. She has authored ten books and numerous articles focused on inclusive education, assessment and grading, Universal Design for Learning, and multi-tiered systems of support. Over the past 25 years, Lee Ann has partnered with public, independent, and international schools across the United States and across more than 45 countries, supporting leaders and educators to redesign service delivery models, strengthen MTSS implementation, and align practice with contemporary research.

Lee Ann serves on the Advisory Committee for Exceptional Youth for the U.S. State Department s Office of Overseas Schools. She has received competitive funding from the National Institutes of Health (NIH) for autism research and from the U.S. Office of Special Education Programs (OSEP) for teacher preparation. She has chaired the Classroom Assessment Special Interest Group of the American Educational Research Association (AERA) and is Section Editor for Special Education in the Routledge Encyclopedia of Education.

Lee Ann leads MTSS & inclusion audits, leadership support, professional learning, and long-term systems redesign. Through Lead Inclusion, she directs and teaches in the Leadership for Neurodiversity Program, a six-course, online program in partnership with SDSU.

Lee Ann particularly enjoys the messy, meaningful work in the space between research and practice-helping schools move beyond fragmented special education initiatives toward coherent, sustainable systems that serve all learners. In her community, she is a member of Circle of Blue, a philanthropic organization supporting Golisano Children s at University of Kentucky.

Inhalt

Introduction
Mindframe One: Every Child Is Special
Necessary for Some, Good for ALL
Thinking Strategically
Mindframe Two: All Students Can Achieve at High Levels
Labels as Opportunity Thieves
Expecting Successful Inclusion
An Infused Skills Grid
Mindframe Three: Differentiation Provides Multiple Pathways to Succeed
What is differentiation?
Differentiation is NOT a Set of Activities
Differentiation Focuses on Time and Pathways
Differentiation is NOT Tracking
Personalization and Individualization are Not the Essence of Differentiation
Mindframe Four: Instruction Can Prevent Gaps and Intervention Can Close Them
A Decision-Making Model
Data Meetings
Mindframe Five: Assessment Has the Power to Promote Growth
Misunderstandings of Formative and Summative
Multiple Means of Representation
Mastery Rubrics
Assess WITH Students
Feedback
Self Assessment
Connecting Self-Assessment and Feedback
Conclusion