The writing, printing, and distribution of this manual were made possible thanks to a grant from the Overseas Schools Advisory Conncil (OSAC). All activities connected with the grant were administered by the National Association of Elementary School Principals.The Office of Overseas Schools and the Association of International Schools in Africa also played a key role in supporting this project.

The following OSAC members* and other U.S. corporations and foundations contributed funds for this project:

If a scroll bar appears below the following table, swipe the table to move left/right of the dashed line.

*Aetna Foundation, Inc.

Amkor Technology, Inc.

Atwood Oceanics, Inc.

*Bank of America

Black & Veatch LLP

Bridgestone/Firestone, Inc.

*Caterpillar Foundation

*Chase Manhattan Foundation

*Citicorp Foundation

*The Coca-Cola Foundation

Colgate-Palmolive Company

Continental Grain Foundation

*E.I. du Pont de Nemours and Company

*Exxon Company, U.SA

*Ford Motor Company

*GE Fund - General Electric Company.

*General Motors Foundation

*The Goodyear Tire and Rubber Company

*Halliburton Foundation, Inc.

Hunt Consolidated, Inc.

*IBM Corporation

Johnson & Johnson Services, Inc.

Kellogg's Corporate Citizenship Fund

Lockheed Martin Foundation

McCann Erickson USA, Inc.

Nations Bank Foundation

*Pfizer International, Inc.

Phelps Dodge Foundation

*The Procter & Gamble Company

*Raytheon Charitable Gift Fund

Pearce Industries (TIW Corporation)

UNISYS Corporation

Unocal

Warner Lambert Company

Winrock International

Department of State

*OSAC MEMBERS


The Count Me In! Project has been made possible by way of a multi-school grant from the Overseas Schools Advisory Council (OSAC) through the Office of Overseas Schools, U.S. State Department. The project has also received financial support from the Association of International Schools in Africa. The editors and authors of this manual want to express their gratitude to all three organizations for their financial support and unqualified professional encouragement.

The implementation phase of the Count In Me! Project has also received financial support from the State University of New York College at Buffalo for which the project coordinators are most appreciative.

Several portions of this manual were published previously and are reproduced here with permission. Chapter 11 "Professional Development and Reflective Practice" was originally published as "Continuing Professional Development for Teachers in International Schools" in International Schools and International Education: Achieving Quality, Hayden, M. & Thompson, J., Kogan Press. Chapter 10 "Recruiting Teachers for an Inclusive School" is adapted from "Teacher Recruitment: Cognitive Coaching and Inclusion" in Cognitive Coaching: The Applications Book, Ellison, J. & Hayes, C., Editors. In addition, Chapter 7 "Strategies for Teaching Exceptional Children" was first published as text for "Diagnostic Teaching for Inclusion", an AISA Institute on Inclusion, March 2000.

Beyond the educators who actually prepared chapters for this manual, there was a small army of individuals who worked tirelessly on this project, providing editorial assistance, field testing strategies, and offering ever-welcome encouragement and support. The draft Count Me In! manuscript was circulated widely to colleagues in international schools in Africa and to educational experts in the United States for their comments and criticism and we wish to acknowledge their important contribution.

From Africa, we received valuable editorial assistance from Craig Baker (now Coordinator of Special Services at Lincoln School, Katmandu, Nepal), Walter Plotkin (Director, American International School of Lusaka, Zambia), Karen Naiman (elementary teacher, International School of Tanganyika Ltd., Dar es Salaam) Stuart Findlay (Mathematics teacher, International School of Tangyanika Ltd.), Samer Khoury (Mathematics teacher, International School of Tanganyika Ltd.), Areta Williams (Director, American School of Yaounde, Cameroon),Maureen Gale (Coordinator of Student Services at American International School of Johannesburg), Philip and Anne Bradley (currently teachers at the British International School in Jeddah, Saudi Arabia) and Jacqueline Phillips (resource teacher at the International School of Kenya). We would also like to thank Joy Jibrilu, Director of Kaduna International School in Nigeria, for providing us an opportunity to field test a number of the strategies contained within this manual.

Our thanks also go to Lillian Branham, the school psychologist at the International Community School of Abidjan, Cote d´┐ŻIvoire, who contributed very useful resource material that has been included in this manual.

From the United States, we received very helpful feedback and suggestions from Priscilla Roy, Coordinator of Pre-School Handicapped Program, Duval County Public Schools, Duval, Florida; Dr. Nancy Robinson, Director of the Halbert Robinson Center for Highly Capable Youth, University of Washington; Dr. Barbara Keogh, Professor of Psychiatry, UCLA; Dr. Elizabeth Wiig, Professor Emerita of Speech and Language Pathology, Boston University; Dr. Susan Baum, Professor of Education, College of New Rochelle; Dr Connie Buford, Director of Operations, Principal Training Center, and Carolyn Brunner; Director of the International Learning Style Programs at the State University of New York College at Buffalo. We would also like to acknowledge the valuable help and advice we received in the area of second language acquisition from Dr. Jack Damico, Professor of Special Education and Communicative Disorders from the University of Louisiana at Lafayette.

These acknowledgements would not be complete without mention of the support received from the Advisory Committee for Exceptional Children and Youth (ACECY) upon which Nancy Robinson and Barbara Keogh serve. We would like to mention particularly the invaluable contribution of resource material from Dr. Louisa Moats from District of Columbia Public Schools and the National Institute of Child Health and Human Development - Early Intervention Project.

We would also like to thank Mwamy Sykes, Administrative Assistant to the Chief Executive Officer at the International School of Tanganyika for her help in the actual preparation of the manuscript.

In addition to providing valuable comments on various draft chapters, Rhona Bowley (teacher at the ICARDA International School of Aleppo, Syria) proofread and edited the entire manuscript. We are deeply indebted to her for the enormous amount of time she contributed to this project.

Two individuals who have offered tireless logistical and moral support for this project are Ms. Miffie Greer, Executive Director of the Association of International Schools in Africa (AISA) and Dr. Joe Carney, Regional Educational Officer for Africa from the Office of Overseas Schools, U.S. State Department. Our most sincere appreciation goes to both Miffie and Joe.

Finally, we want to thank the hundreds of exceptional children who over the years have passed through our classes and have taught us so much about learning, teaching and the importance of a strong sense of belonging. It is to these students that this manual is dedicated.

Ochan Kusuma-Powell and William Powell
Massat, France, March 2000.

[This is a mobile copy of Acknowledgements]