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, *

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.

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.

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.

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)

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, &

The Phi Delta Kappan, 2002

2013

2012

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in addressing the needs of all students. Evidence reveals that only a limited number of schools have been successful in meeting these sometimes competing demands for excellence and equity. This investigation addressed these issues by conducting a case study of a highly effective, inclusive elementary school. The results reveal several key practices that were important contributors to meeting the needs of all students in this school.