Richard A. Villa and Jacqueline S. Thousand provide an in-depth, research-based guide for ensuring that your school provides the federally guaranteed ""least restrictive environment"" for students no matter the severity of the challenges they face. Leading an Inclusive School: Access and Success for ALL Students offers administrators, teachers, and other educators working to promote inclusion a wealth of information about: The history and research base of inclusive education in the United States, including pivotal amendments to and reauthorizations of the EHCA, landmark court cases, and the philosophical underpinnings of the movement. Essential curricular and instructional practices for inclusive schools, such as heterogeneous grouping, creative problem solving, and co-teaching. Powerful organizational structures such as Multitiered System of Support and Schoolwide Positive Behavior Supports to help optimize the benefits of differentiation for all students. A conceptual framework for coordinating educational initiatives and best practices for educating all students in general education. Also included are vivid personal stories of students with disabilities that illustrate how these students flourish when they learn alongside their general education peers. Educators who are serious about committing to the success of learners at all levels of perceived physical, intellectual, communication, and social/emotional ability will find the examples, advice, and tools in this book indispensable for planning, implementing, and promoting inclusion in their schools.

This thought-provoking book explores the multifaceted phenomenon of objectivity and its relations to various aspects of the law and practical reasoning. Featuring contributions from an international group of researchers from differing legal contexts, it addresses topics relevant not only from a theoretical point of view but also themes directly connected with legal and judicial practice. Beginning with an introduction from the editors proposing a new account of the meaning of objectivity, the book is then divided into three broad themes illuminated by this account. Chapters first address a range of problems linked to the relationship between objectivity and jurisprudence, before turning in the second part to an analysis of the functions of objectivity in legal interpretation. The final part then deals with the function of objectivity in practical reasoning. Offering a spectrum of scholarly insights within a coherent intellectual framework, this book will be a crucial read for scholars and graduate students of legal philosophy and legal theory. Its discussion of objectivity as it relates to legal practice and practical reasoning will also be of interest to practitioners such as judges, arbitrators and lawyers.

There is a long-standing debate over the relation of historical linguistics and classical philology, especially within the purview of the renewed interest in it during the last decades and the recent trends that characterize philological and linguistic studies. Ever since its appearance in the nineteenth century, the history of this debate testifies to a turbulent coexistence and fertile collaboration of the two disciplines, but at times also moving along centrifugal paths. The essays in this volume address this debate and cover various aspects of linguistic and philological research of Greek and Latin, moving in the middle ground where language, linguistics and philology crosscut and cross-fertilize each other highlighting the application of linguistic theory to the study of classical texts and drawing on fields such as syntactic theory and pragmatics, historical semantics and the lexicon, reconstruction and etymology, dialectology, editorial practices, the use of corpora, and other interdisciplinary approaches that function as hinges between philology and linguistics.