McLeskey, J., Maheady, L., Billingsley, B., Brownell, M., & Lewis, T.J. (Eds.) (in press). High leverage practices for inclusive classrooms (2^nd Ed.). Routledge/Taylor & Francis.

McLeskey, J., Spooner, F., Algozzine, B., & Waldron, N.L. (Eds.) (in press). Effective Inclusive Elementary Schools: Research and Practice. Routledge/Taylor & Francis.

McLeskey, J., Waldron, N.L., Spooner, F., & Algozzine, B. (in press). Time to support inclusion and inclusive schools. In J. McLeskey, F. Spooner, B. Algozzine, & N.L. Waldron (Eds.). Effective Inclusive Elementary Schools: Research and Practice. Routledge/Taylor & Francis.

Algozzine, B., Spooner, F., McLeskey, J., & Waldron, N.L. (in press). Supporting inclusion and inclusive schools. In J. McLeskey, F. Spooner, B. Algozzine, & N.L. Waldron (Eds.). Effective Inclusive Elementary Schools: Research and Practice. Routledge/Taylor & Francis.

Lee, A., Gage, N. A., McLeskey, J., & Huggins-Manley, A. C. (in press). The impacts of school-wide positive behavior interventions and supports on school discipline outcomes for diverse students. The Elementary School Journal.

DeMatthews, D., Billingsley, B., McLeskey, J., Sharma, U. (2020). Principal leadership for students with disabilities in effective inclusive schools. Journal of Educational Administration. 58(5), 539-554.

McLeskey, J. (2020). Reflections on future directions for including students with severe disabilities. Research and Practice for Persons with Severe Disabilities, 45(1), 45-50.

Billingsley, B., Bettini, E., Matthews, H., & McLeskey, J. (2020). Improving working conditions to support special educators’ effectiveness: A call for leadership. Teacher Education and Special Education, 43(1), 7-27.

Bettini, E., Gurel, S., Park, Y., Leite, W., & McLeskey, J. (2019). Principals’ qualifications in special education and students with disabilities’ reading achievement growth in kindergarten. Exceptionality, 27, 18-31.

Billingsley, B., McLeskey, J., & Crockett, J. (2019). Success for all students: Leading for effective inclusive schools. In J. Crockett, B. Billingsley, & M. Boscardin (Eds.). Handbook of Leadership and Administration for Special Education (2^nd ed.) (pp. 306-332). New York: Routledge.

Billingsley, B., McLeskey, J., & Crockett, J. (2019). Educational leadership and multi-tiered systems of support. In P. Pullen & M. Kennedy (Eds.). Handbook of Multi-Tiered Systems of Support and Response to Intervention (pp. 104-120). New York, Routledge.

McLeskey, J. (2019). High-leverage practices for special education teachers: Introduction. In J. McLeskey, L., Maheady, B. Billingsley, M. Brownell & T. Lewis (Eds.). High-leverage practices for inclusive settings (pp. vii-xv). New York and Arlington, VA: Routledge and the Council for Exceptional Children.

McLeskey, J., Billingsley, B., & Brownell, M., & Maheady, L. (Eds.) (2019). Guest Editors, Special Issue of Remedial and Special Education: The implications of high leverage practices for re-imagining teacher preparation. 40(6), 331-390.

McLeskey, J., Billingsley, B., Brownell, M., Maheady, L., & Lewis, T. (2019). What are high-leverage practices for special education teachers and why are they important? Remedial and Special Education, (40)6, 331-337

McLeskey, J. Maheady, L., Billingsley, B., Brownell, M., & Lewis, T. (Eds.) (2019). High-leverage practices for inclusive settings. New York and Arlington, VA: Routledge and the Council for Exceptional Children.

McLeskey, J. Maheady, L., Billingsley, B., Brownell, M., & Lewis, T. (2019). Some final thoughts regarding high-leverage practices. In J. McLeskey, L., Maheady, B. Billingsley, M. Brownell & T. Lewis (Eds.). High-leverage practices for inclusive settings (pp. 327-333). New York and Arlington, VA: Routledge and the Council for Exceptional Children.

Patti, A., & McLeskey, J. (2019). The role of high-leverage practices in special education teacher preparation. Teacher Education Division of CEC Issue Brief 2, 1-4.

Williamson, P., Hoppey, D., McLeskey, J., Bergmann, E., & Townsend, H. (2019). LRE placement rates in the U.S.: Where are we now? Journal of Special Education, 54(4), 236-244.

Billingsley, B., DeMatthews, D., Connelly, K., & McLeskey, J. (2018). Leadership for effective inclusive schools: Considerations for preparation and reform. Australasian Journal of Special Education, 42(1), 65-81.

McLeskey, J., Billingsley, B., & Ziegler, D. (2018). Using high-leverage practices in teacher education to reduce the research-to-practice gap. Australasian Journal of Special Education, 42(1), 3-16.

McLeskey, J., Rosenberg, M., & Westling, D. (2018). Inclusion: Effective practices for all students (3^rd ed.). Boston: Pearson Education.

Williamson, P., & McLeskey, J. (2018). Least restrictive environment. In Frey, B. (Ed.). The Sage encyclopedia of educational research, measurement, and evaluation (pp. 966-968). Thousand Oaks, CA: Sage Publications.

Bettini, E., Benedict, A., Thomas, R., Kimerling, J., Choi, N., & McLeskey, J. (2017). Cultivating a community of effective special education teachers: Local special education administrators’ roles. Remedial and Special Education, 50(3), 178-190.

Billingsley, B., McLeskey, J., & Crockett, J. (2017). Principal leadership: Moving toward inclusive and high-achieving schools for students with disabilities. (Document No. IC-8-Revised). Gainesville, FL. CEEDAR Center.

Blanton, L., McLaughlin, V., Aceves, T., Cihak, D., Floyd, L., Landrum, T., McLeskey, J., Miller, K., Rock, M., & Stayton, V. (2017). Shaping the future of special education: Framing CEC's Professional Preparation Standards. Arlington, VA: CEC.

McLeskey, J., Barringer, M., Billingsley, B., Brownell, M., Jackson, D., Kennedy, M., Lewis, T., Maheady, L., Rodriguez, J., Scheeler, M., Winn, J., & Ziegler, D. (2017). High leverage practices in special education: The final report of the HLP Writing Team. Arlington, VA: CEC & CEEDAR Center.

Sailor, W., Satter, A., Woods, K., McLeskey, J. & Waldron, N. (2017). School Improvement through Inclusive Education. In A. Hynds (Ed). Oxford Bibliographies in Education. New York: Oxford University Press.

Schmidt, M., Cox, P., & McLeskey, J. (2017). Re-imagining teacher supervision using mobile computing technology: Project RITE’s distance observation solution. School-University Partnerships, 10(3), 83-90.

McLeskey, J., Billingsley, B., & Waldron, N. (2016). Principal leadership for effective inclusive schools. In J. Bakken & F. Obiakor (Eds). Advances in special education (Volume 32) (pp. 55-74). New York: Emerald.

McLeskey, J., & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/best-practice-review/.

McLeskey, J., & Waldron, N. (2015). Effective leadership makes schools truly inclusive. Phi Delta Kappan, 96(5), 68-73.

Schmidt, M., MacSuga-Gage, A., Gage, N., Cox, P., & McLeskey, J. (2015). Bringing the field to the supervisor: Innovation in distance supervision for field-based experiences. Rural Special Education Quarterly, 34(1), 37-43.

McLeskey, J., Waldron, N., & Redd, L. (2014). A case study of a highly effective inclusive school. The Journal of Special Education.

Blanton, L., McLeskey, J., & Hernandez, K. (2014). Examining indicators of teacher program quality: Intersections between general and special education. In P. Sindelar, E. McCray, M. Brownell, & B. Lignugaris/Kraft (Eds.). Handbook of research on special education teacher preparation. London: Taylor and Francis.

McLeskey, J., Rosenberg, M., & Westling, D. (2013). Inclusion: Effective practices for all students. Upper Saddle River, NJ: Pearson Education.

Hoppey, D., & McLeskey, J. (2013). A case study of principal leadership in an effective inclusive school. The Journal of Special Education, 46, 245-256.

Sindelar, P., McLeskey, J., & Brownell, M. (2012). Stanley Deno’s contributions to teacher education scholarship and practice. In C. Espin, K. McMaster, S. Rose, & M. Wayman (Eds.). A measure of success: The influence of curriculum-based measurement on education (pp. 261-264). Minneapolis: University of Minnesota Press.

McLeskey, J., Landers, E., Williamson, P., & Hoppey, D. (2012). The Least Restrictive Environment mandate of IDEA: Are we moving toward educating students with disabilities in less restrictive settings? Journal of Special Education, 36(3), 131-140.

Brownell, M., Billingsley, B., McLeskey, J., & Sindelar, P. (2012). Teacher quality and effectiveness in an era of accountability: Challenges and solutions in speical educaiton. In J. Crockett, B. Billingsley, & M.L. Boscardin (Eds.). The handbook of leadership and administration for special education (pp. 260-280). London: Taylor and Francis Group.

Haydon, T., Mancil, R., Kroger, S., McLeskey, J., & Lin, W. (2011). A review of the effectiveness of guided notes for students who struggle to learn academic content. Preventing School Failure, 55, 226-231.

McLeskey, J. (2011). Supporting improved practice for special education teachers: The importance of learner centered professional development. Journal of Special Education Leadership, 24(1), 26-35.

McLeskey, J., Landers, E., Hoppey, D., & Williamson, P. (2011). Learning disabilities and the LRE mandate: An examination of national and state trends. Learning Disabilities Research & Practice, 26, 60-66.

McLeskey, J., McCray, E., & Pugach, M. (2011). Letter to the readers of the Journal of Special Education Leadership (Introduction to the Special Issue-Improving Teacher Induction in Special Education: Considerations for Leaders and Policy-Makers). Journal of Special Education Leadership, 24(1), 4-5.

McLeskey, J. & Waldron, N. (2011). Educational programs for elementary students with learning disabilities: Can they be both effective and inclusive? Learning Disabilities Research & Practice, 26(1), 48-57.

Rosenberg, M., Westling, D., & McLeskey, J. (2011). Special education for today’s teachers (2^nd Ed.). Upper Saddle River, NJ: Prentice Hall.

Waldron, N., McLeskey, J., & Redd, L. (2011). Setting the direction: The role of the principal in developing an effective, inclusive school. Journal of Special Education Leadership, 24, 51-60.

Williamson, P. & McLeskey, J. (2011). An investigation into the nature of inclusion problem solving teams. The Teacher Educator, 46, 316-334.

McLeskey, J. (2010). Foreword for Friend, M., & Cook. L. Interactions: Collaboration skills for school professionals (6th ed.). Boston: Allyn & Bacon.

McLeskey, J., Rosenberg, M., & Westling, D. (2010). Inclusion: Effective practices for all students. Upper Saddle River, NJ: Prentice Hall.

Waldron, N., & McLeskey, J. (2010). Inclusive school placements and surplus/deficit in performance for students with intellectual disabilities: Is there a connection? Life Span and Disability, XIII(1), 29-42.

Waldron, N. & McLeskey, J. (2010). Establishing a collaborative school culture through comprehensive school reform. Journal of Educational and Psychological Consultation, 20(1), 58-74.

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Other Professional Activities

Director, Center on Disability Policy and Practice, College of Education. URL http://education.ufl.edu/disability-policy-practice/

Center

Center on Disability Policy and Practice

Director	James McLeskey
Phone	(352) 273-4278
Website	http://education.ufl.edu/disability-policy-practice/
Mission	The Center’s mission focuses on improving educational outcomes for students with disabilities. Center activities include research on effective practices and how these practices can be widely used in school settings; consultation with school systems and local schools to implement effective practices through systemic change and school improvement; data collection and analysis to document the impact of policies and practices on outcomes for students with disabilities; and policy work to influence state and national support for students with disabilities and their families.