2013

This article tells the story of one elementary school faculty who responded to the call for accountability by adopting an inclusive view and implementing educational practices where all students were welcomed and considered valuable, contributing members of the school community. The inclusion of students with disabilities in the general education setting did not negatively impact the accountability measures for the school; in fact, the school received a U.S. Department of Education Blue Ribbon Award. This article briefly describes the process and challenges faced by the faculty, parents, and students as the school began a restructuring plan focused on the inclusion of all students in a supportive school setting.

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction); (b) the type of engagement the student demonstrated during the activity; (c) the types of general classroom supports that were available during the observations; (d) the types of student supports that were provided to the student during the observation; (e) the type of work or activity the student was performing; (f) the interactions the student had with others; and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

2012

Equity & Excellence in Education, 1997

As many schools and districts move in the direction of providing full membership for students with disabilities, benefits are being reaped for many students. Concurrently, attacks on the concept and practice of inclusive education have also been growing. Many of these critiques have focused on the challenges involved in attempting to include students with significant disabilities in general classes. This discussion highlights the importance of making clear distinctions between the implementation of comprehensive and coherent inclusive practices and the inevitable problems or dilemmas that result from partial or fragmentary implementation.

1998

Almost twenty-five years after the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), initiatives to improve America's schools dominate the educational agenda at the national, state, and local levels. Policymakers and educators continue to grapple with issues of equity and excellence as schools struggle to define and achieve high performance standards within a context of declining budgets and an increasingly diverse (Astuto, Clark, Read, McGree & Fernandez, 1994) and economically disadvantaged (Polakow, 1992) student population. Despite these challenges, schools are being successfully recreated across this country, becoming communities that are "learner-centered, enriched by teachers' learning opportunities, and supported by assessment practices that inspire continuous improvement" (Lieberman, 1995, pg. 1). To a growing extent, the needs of all students, including those with disabilities, are becoming a part of school restructuring agendas (e.g., Katsiyannis, Conderman, &

Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their 'non-disabled' peers to the maximum extent possible. IDEIA's legal mandates underscore the stark reality of discrimination and exclusion faced by individuals with disabilities within schools and society. Although progress has been made in advancing equity agendas of access and academic achievement, few would deny that significant work remains. If all individuals, including those with disabilities are to achieve their birthright of full integration into society, schools must reflect integration at all levels. This article provides a historical perspective on the inclusion movement, discusses the role school leaders play in ensuring inclusive environments and concludes with recommendations for future school leaders and teachers.

2002

This final report describes the activities and accomplishments of the Consortium on Inclusive Schooling Practices, a federally-funded 5-year project to investigate the utility of a systemic approach for building the capacity of state and local education agencies to provide inclusive educational services. The project focused on four states (Pennsylvania, Missouri, New Mexico, California) as partners for the Consortium's intensive, state-local technical assistance and policy efforts. Introductory material presents elements of the Consortium's approach and a summary of its objectives and activities. Following sections of the report discuss factors affecting implementation of the Consortium's work scope; procedures; state and local interventions and technical assistance; coordination among statewide systems change grants; products developed and disseminated; collaboration and dissemination activities; and project impact. Among 7 recommendations are the following: (1) the Office of Special Education Programs (OSEP) should continue to fund 5-year, technical assistance projects; (2) OSEP should focus such funding on issues related to systems change and the links between policy and practice; and (3) OSEP should increase attention to the educational needs of students with significant disabilities. (Contains 20 references.) (DB)

1994

This brief paper summarizes survey materials gathered by the Multi-Agency Collaborative Initiative on Inclusive School Reform. The agencies involved are the National Association of State Directors of Special Education, the Council for Exceptional Children, *

Educational Policy Analysis Archives

Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their nondisabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district's special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district's policies. The findings inform nextgeneration policy initiatives and future lines of inquiry. Abordando el imperativo de la inclusión: respuestas de un distrito escolar urbano. Resumen: Durante los últimos cuarenta años, las escuelas de los Estados Unidos se han vuelto más inclusivas para estudiantes con discapacidades. Sin embargo, en muchos distritos escolares urbanos de alta pobreza, un número desproporcionado de niños de minorías con discapacidades son separados de sus compañeros no discapacitados. Este artículo presenta los resultados de un estudio de caso cualitativo de un distrito escolar urbano que esta implementando una reforma de inclusión relacionada con la educación especial durante cuatro años. El distrito tiene una historia de segregación de estudiantes y numerosos problemas de cumplimiento con los mandatos sobre educación especial, sin embargo, la llegada de un nuevo superintendente trajo nuevas esperanzas de cambio. Los autores argumentan que la investigación existente sobre la inclusión ha ignorado generalmente los procesos de aplicación de las políticas empleados por los distritos escolares en el establecimiento de escuelas más integradoras y programas de mejora de la educación especial. Este artículo proporciona una descripción del proceso de implementación de políticas de inclusión de educación especial, los retos que enfrentan los administradores del distrito, y los resultados positivos y negativos de las políticas del distrito. Los resultados sugieren elementos para pensar futuras iniciativas políticas para la próxima generación y líneas de investigación. Palabras clave: educación especial; inclusión; educación urbana,; política; distritos escolares Atendendo ao imperativo da inclusão: respostas de um distrito escolar urbano. Resumo: Durante os últimos 40 anos, as escolas americanas tornaram-se mais inclusivas para alunos com necessidades especiais. No entanto, em muitos distritos escolares urbanos com altos índices de pobreza, um número desproporcional de crianças de minorias com deficiência são separados de seus colegas sem deficiências. Este artigo apresenta os resultados de um estudo de caso qualitativo de um distrito escolar urbano que está implementando uma reforma de inclusão relacionada a educação especial durante quatro anos. O distrito tem uma história de segregação de alunos e inúmeros problemas de conformidade com mandatos de educação especial, no entanto, a chegada de um novo superintendente trouxe novas esperanças de mudança. Os autores argumentam que pesquisas existentes sobre a inclusão tem geralmente ignorados os processos de implementação de políticas dos distritos escolares na criação de escolas e programas mais abrangentes para melhorar a educação especial. Este artigo fornece uma descrição do processo de implementação de políticas, incluindo a educação especial, os desafios enfrentados pelos administradores distritais, e os resultados positivos e negativos das políticas distritais. Os resultados sugerem razões para pensar futuras iniciativas políticas para a próxima geração e linhas de pesquisa.