The Evolution of Inclusive Practice in Two Elementary Schools: Reforming Teacher Purpose, Instructional Capacity, and Data-Informed Practice. Issue 1 (January 2018)

• Record Type: Journal Article
• Authors: Hoppey, David; Black, William R.; Mickelson, Ann M.
• Is Part Of: International journal of educational reform. Volume 27:Issue 1(2018)
• Page Start: 22
• Page End: 45
• Publication Date: 2018-01
• Subjects: inclusion -- school reform -- data-informed decision making -- teacher leadership -- district special education policy; Educational change -- Periodicals; Educational change -- United States -- Periodicals; Education and state -- Periodicals; Education and state -- United States -- Periodicals; Education, Secondary -- Periodicals; Periodicals; 379
• DOI: 10.1177/105678791802700102
• Languages: English
• ISSNs: 2631-9675

Abstract

This qualitative case study focuses on the evolution of inclusive school reform in two elementary schools in a large metropolitan district. Four central themes that emerged during data analysis are highlighted: (1) Unifying a vision: Reframing special education; (2) Developing collaborative structures for inclusion; (3) Increasing confidence and capacity: The importance of data-informed practice; and (4) Negotiating district and state constraints on inclusive practice. This article concludes with a discussion of the study's implications for inclusive school reform as well as directions for future research.