Dr. Amy Pleet-Odle’s Publications

Amy M. Pleet-Odle, Ed.D. has over five decades of experience in education and leadership. Her publications provide a framework for improving teachers' effectiveness in working with families and empowering youth. As a parent of young adults with disabilities, she awakens professional sensitivity to parent perspectives.

In addition to Amy’s publications and the books she has contributed to, below you will find other recommended readings, scholarly articles, and publications from the Joyful Inclusion Team.

  • A guide for educators, administrators, and parents towards inclusive teaching for all students. Combining personal anecdotes, proven strategies, and research, this book empowers you to advocate for students, ask challenging questions, and help them create their own promising futures.

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  • This book focuses on successful practices, models, programs, and recommendations for working with adolescents who have emotional or behavioral disorders. It provides answers to the hard questions of how to improve the educational, vocational, and community outcomes of youth with EBD.

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  • This gives schools and agencies planning tools and practical strategies to foster family partnerships in five dimensions: collaborators in the IEP process; instructors in their youths emergent independence; peer mentors; evaluators and decision-makers; and systems-change agents.

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Scholarly Articles

Equity: More Hope Than Fear

The article “More Hope Than Fear” highlights the evolution of special education in the U.S. since 1975, emphasizing a shift from a deficit-focused approach to one that recognizes the unique strengths and needs of students with disabilities. It underscores the importance of individualized education plans (IEPs) and evidence-based strategies to ensure students make appropriate and ambitious progress. The article also discusses the implications of key legal decisions and the need for high expectations, collaboration, and family involvement to support the success of students with disabilities in education and beyond. Despite progress, employment rates for adults with disabilities remain low, raising concerns about the effectiveness of current practices.

Promoting High Expectations for Post-School Success by Family Members: A “To Do” List for Professionals

The article "High Expectations" discusses the importance of maintaining high expectations for all students to enhance their academic performance and overall development. It emphasizes that teachers' beliefs and attitudes significantly impact students' learning outcomes. The article provides strategies for educators to adopt high-expectation teaching practices, which include setting challenging goals, providing constructive feedback, and fostering a positive learning environment.

“I Think I’m Reaching My Potential”: Students’ Self-Determination Experiences in an Inclusive High School

The article "Reaching Potential" discusses strategies for helping students with disabilities achieve their full potential. It emphasizes the importance of individualized education plans (IEPs), collaboration among educators, and the use of evidence-based practices. The article also highlights success stories and practical approaches to support students' academic and personal growth.

The HAWK Highway: A Vertical Model For Student IEP Participation

The article "The HAWK Highway: A Vertical Model for Student IEP Participation" discusses a model developed by special educators at an inclusive career-technical high school. This model supports increasing expectations for self-determination and student participation in Individualized Education Program (IEP) planning and implementation. The article describes the grade-specific components of the model and its context, highlighting how students gained confidence in participating in their IEPs.

Voices of Special Education Teachers in an Inclusive High School: Redefining Responsibilities

The article "Voices of Special Educators" explores the evolving roles and responsibilities of special education teachers in inclusive high school settings. It highlights the challenges and successes of two special educators who redefined their practices through a collaborative-consultation model. The study emphasizes the importance of collaboration, professional development, and innovative approaches to support inclusive education for all students.

Joyful Inclusion Team Publications