Dr. Elizabeth Kozlesk

How Inclusive Education Shapes Teaching in Diverse Classrooms – Podcast Episode 170 | Classnotes Podcast 170

Dr. Bradley ScottClassnotes Podcast (February 21, 2017) Most teacher preparation programs fall short in equipping teachers to use culturally responsive practices with their diverse students as they enter the profession. Dr. Elizabeth Kozleski chairs the special education program at the University of Kansas, where she leads the specialization on the intersecting oppressions of disability, race, ethnicity, language, gender and sexuality in education and society. She is one of the authors of the journal that was published in 2016, Essential Approaches for Excellence & Sustainable School System Transformation, that was developed by a group of experts who came together to pull together capacity-building approaches for school and system change.

The chapter by Dr. Kozleski and co-author Molly Baustien Siuty, The Complexities of Inclusive Education: How Cultural Histories Shape the Ways Teachers Respond to Multiple Forms of Diversity, discusses how inclusive education can transform educational policies, structures and agencies. This has major implications for how teachers are “socialized into the profession, including a curriculum that encompasses critical, contextual and technical knowledge and application.”

Elizabeth is interviewed by Bradley Scott, Ph.D., former director of the IDRA South Central Collaborative for Equity, who also contributed a chapter in the ECCBN journal.

Show length: 17:16

Send comments to podcast@idra.org

Sign up for Classnotes e-mail alerts.


Essential Approaches for Excellence & Sustainable School System Transformation
The Equity-Centered Capacity Building Network (ECCBN) journal addressing systems capacity building approaches that drive both equity and excellence

The Complexities of Inclusive Education: How Cultural Histories Shape the Ways Teachers Respond to Multiple Forms of Diversity
By Elizabeth B. Kozleski, Professor & Chair, Special Education Department, University of Kansas, and Molly Baustien Siuty, CEEDAR Center, University of Florida, Doctoral Student, Department of Special Education, University of Kansas

Courage to Connect: A Quality Schools Action Framework™ 
IDRA’s latest book shows how communities and schools can work together to strengthen their capacity to be successful with all of their students.

Six Goals of Education Equity 
Every child in each school district, of any background, should have the chance to excel. Schools must ensure that all students are on track to graduate, prepared for college. To help schools and communities look together at these goals and create a plan of action, the IDRA South Central Collaborative for Equity has outlined Six Goals of Educational Equity that school personnel and communities can use as a yardstick to measure their progress and as a lightning rod to galvanize change.

Equal Access to a Quality Education – The Civil Rights Issue of Our Generation
by Dr. María “Cuca” Robledo Montecel keynote, March 29, 2011

Your feedback

We welcome your comments and questions to the podcast. Send an e-mail to podcast@idra.org.

Listen to every episode!

To ensure you don’t miss a single episode of IDRA Classnotes, subscribe to the podcast in iTunes, (download iTunes free if you don’t have it) or sign up to receive an e-mail alert as soon as a new show is published.


Show Notes

  • Bradley introduces the journal and Elizabeth and Molly's article.

  • Elizabeth traces the history of inclusive education over the last 20 years, and discusses the renegotiation and changing boundaries of marginalization and disability.

  • Elizabeth argues that teachers need to change from focusing on compliance to becoming advocates for their students and questioning the hidden biases that drive how resources are distributed in schools.

  • Elizabeth talks about the three dimensions of conversations that drive mentoring and teacher preparation on inclusive education: the technical, contextual and critical.

  • Bradley asks Elizabeth about the difference between viewing these three dimensions as lenses and domains.

  • Elizabeth considers the next steps administrators can take to support teachers in introducing more inclusive practices in their classrooms.