International Inclusive Education Program

The International Inclusive Education Program responds to the critical and growing need for school personnel at international schools to have adequate support in serving students with learning differences. Our 5-course program prepares general educators, special educators, counselors, educational leaders, and other school personnel to design and deliver effective accommodations, modifications, and interventions within general education setting. Participants can choose from three participation options: Complete all five courses as experience only, complete the courses and a set of job-embedded activities for a digital badge in International Inclusive Education from the ASCD Student Growth Center, or complete all requirements for SUNY University credit.

Upcoming Cohorts

American School of Dubai Register to begin with this cohort January 2018
American School of Bombay and American Embassy School, Delhi Register to begin with this cohort January 2018
Shanghai Community International School Register to begin with this cohort September 2018
Online Cohort Register to begin with this cohort January 2018

Cohorts in Partnership with the Tri Association*
  • American School of Nicaragua 2016-17
    American School Foundation Mexico City 2017-18
    American School Foundation Monterrey 2017-18

    *Tri Association cohorts are by invitation only.

Options and Costs

Experience Only. For the experience only option, participants are included in all online and face-to-face activities and participate actively. Participants do not submit assignments or activities for feedback in this model. Completion leads to a certificate of attendance from ASCD Student Growth Center. Tuition for this option is $750 per course.

Digital Badge of Competency. For the digital badge option, participants are included in all online and face-to-face activities and participate actively. Participants also submit assignments for feedback in this model. Completion leads to a Digital Badge in International Inclusive Education from ASCD Student Growth Center. Tuition for this option is $750 per course.

SUNY University Graduate Credit. For the graduate credit option, participants are included in all online and face-to-face activities and participate actively. Participants successfully complete all assignments from the SUNY Buffalo State University syllabus and make sufficient revisions to pass the course. Completion leads to a Digital Badge in International Inclusive Education from ASCD Student Growth Center and 3 SUNY university credit hours for each course (15 credit hours total). Tuition for this option is $1140 per course ($750 paid to ASCD Student Growth Center, and $390 paid to SUNY Buffalo State).

To participate in the SUNY Credit option, you must first apply to SUNY’s graduate school. If there is any possibility that you want the coursework from this program to lead to a master’s degree, you should apply for the Master of Science degree in Multidisciplinary Studies. If you are certain you do not want this coursework to lead to a degree, you should apply as a non-degree student. If you have any questions about SUNY applications or admissions, contact Catherine Beecroft.

Course Format

Courses in the program (other than in the online-only cohort) are delivered in a blended format. An instructor visits the host site to facilitate approximately 15 hours, and the remainder of each course is delivered online through Schoology and through meetings in small groups at your school. Two courses are offered each year. Fall courses run from August to December, and Spring courses from January to May.

Program Courses

  • Connector.

    Course I: Introduction to International Inclusive Education

    In this introduction to International Inclusive Education course, participants actively explore and analyze concepts of school culture and readiness for inclusive learning support, service delivery models for including students with developmental delays and learning differences, the history of special education and international laws, the distinction between requirements in US public schools and those in international schools, and a foundational understanding of a continuum of high and low-incidence disability categories. See an example syllabus here.

  • Connector.

    Course II: Systems and Structures for International Inclusive Education

    This course provides an understanding of Multi-tiered Systems of Support, including Response to Instruction and Intervention and Positive Behavior Supports. Particular focus is given to teaming and co-teaching within general education, including within Reading and Writing Workshops. This course also includes discussion of logistics for providing short and long-term Tier II and III interventions.

  • Connector.

    Course III: Teaming for Individualized Support and Measuring Growth

    In this course, participants work in teams to develop interdisciplinary growth plans that include measurable goals, research-based strategies, and a method to measure progress. Teams implement the growth plans with students and use data to reflect and make instructional and intervention decisions.

  • Connector.

    Course IV: Supporting Families in Inclusive International Education

    This course provides skills in collaborating and coming to consensus with diverse families. Participants learn to develop high-quality ILP/IEPs with families that match each student’s individual needs. Other topics include, difficult conversations, supporting family involvement, and family-centered practices.

  • Connector.

    Course V: Guided Project on International Inclusive Education

    In this applied course, participants implement an inclusive education project within their schools. The project is participant guided with feedback and support from the instructors.

Program Faculty

Lee Ann Jung, Ph.D., Program Director

Lee Ann is Co-Founder and Chief Academic Officer for ASCD Student Growth Center. She provides professional learning services to schools in the areas of inclusion, standards-based grading, and intervention planning and progress monitoring for both behavior and learning. She has worked as a consultant with international schools since 2006. Lee Ann has worked in the field of special education since 1994 and has served in the roles of teacher, administrator, consultant, and university professor. Lee Ann is a former full professor and Director of International School Partnerships at University of Kentucky where she served as faculty for nearly 15 years. She is the author of 5 books and more than 40 journal articles. Lee Ann directs the program and teaches Courses I and III and V.

Kim Bane

Kim is a proven educational leader in both the U.S. public school and International school settings, Her work is dedicated to creating exceptional learning experiences and spaces for students and fostering a culture of teaching excellence for educators. She has led district-wide and international school-wide change in the areas of student support services (both special education and EAL), strategic planning, accreditation, curriculum review, and professional learning. Kim advises Heads of School, Directors of Learning, Principals and other school leaders while also working with school boards, parents and teachers during transformational change. Kim leads the development of and teaches Courses I and V.

Johanna Cena, D.Ed.

Johanna is the Director of Teaching and Learning at the American School of Barcelona. She has 18 years of experience in education, 10 of those years as an Elementary principal and Director of ELL programs in Barcelona and in Portland, Oregon. Johanna has also been a classroom teacher, ELL teacher, instructional coach and staff developer. She has been a presenter on the topics of teacher leadership, content literacy, reading interventions, English language development, reader’s and writer’s workshop, culturally relevant teaching strategies, sheltered instruction, and systems such as response to instruction and intervention and Positive Behavior Support. Johanna codevelops and teaches Courses II and V.

David Putnam, Jr., Ph.D.

David is a school psychologist that has supported K-12 students and teachers in schools in the US and internationally. Currently, he is the Director of Oregon Response to Instruction & Intervention (ORTIi), a statewide technical assistance initiative funded by the Oregon Department of Education, and operated from the Tigard-Tualatin School District. ORTIi helps school districts in Oregon implement sustainable RTI systems that efficiently organize effective assessment and instructional practices that support the educational needs of all students. One hundred and three Oregon school districts either currently receive support or have completed the 3 to 5-year training sequence. As Director, David manages all aspects of project development and delivery, supervises coaches, and works with other educators, state agencies, and technical assistance entities in Oregon and across the country. David codevelops and teaches Course II and teaches Course V.

Kristen Missall, Ph.D.

Kristen is an Associate Professor in the College of Education at the University of Washington in Seattle, WA. She received a Ph.D. in school psychology from the University of Minnesota, completed post-doctoral training at the Center for Early Education and Development, and worked in early childhood special education and elementary school settings. Her research centers on child development from age 3 to 8, and she specializes in school readiness and adjustment, early literacy and mathematics development, and data-based decision making in MTSS models. Kristen serves as Associate Editor of the Journal of Early Intervention and on the Editorial Board of Journal of School Psychology. Kristen consults with the program in the development of Course II.

Bindiya Hassaram, Ph.D.

Bindiya consults with schools in India on serving students with learning differences. She also works with parents teachers and leaders to build awareness and capacity. Bindiya has taught in special education departments in international schools in India, Indonesia, and the UK. Bindiya has mentored novice special education and EAL teachers and has a keen interest in coaching teachers to implement practices that are culturally responsive. Bindiya codevelops and teaches Courses IV and V.