A Case Study of a Highly Effective, Inclusive Elementary School. (May 2014)

• Record Type: Journal Article
• Authors: McLeskey, James; Waldron, Nancy L.; Redd, Lacy
• Is Part Of: Journal of special education. Volume 48:Number 1(2014:May)
• Page Start: 59
• Page End: 70
• Publication Date: 2014-05
• Subjects: inclusion -- program effectiveness -- qualitative research -- accountability -- case study; Special education -- Periodicals; Children with disabilities -- Education -- Periodicals; 371.905
• DOI: 10.1177/0022466912440455
• Languages: English
• ISSNs: 0022-4669

Abstract

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.