One school district's transformation of special education practices: Adopting inclusion. A case study

This research sought to add to the literature on inclusive practices by providing a descriptive analysis of the changes that occurred in one school district as it transformed to adopt inclusionary practices. Specifically, the chronology of events that occurred, the key factors that respondents thought facilitated inclusion within the district, the key changes that occurred in governance, accountability, organization, and instruction as a result of inclusion, and respondents' opinions about the changes that occurred were examined.; The setting of the study was a relatively small, suburban, elementary school district located in Illinois serving a population of 2,508 students. Interviews were conducted with board members, administrative staff, selected certificated staff, and parents of included students. In addition, a district-wide survey was administered to certificated staff in each of the district's six schools. Fullan's (1991) enumerated phases of the change process (initiation, implementation, continuation, and outcomes) and the four elements of design (governance, accountability, organization, and instruction) from the Advocacy Design Center Model (Donohue, 1993; Fried, 1993) were used as the framework to structure the study.; The major findings were: Inclusion emerged as a result of a district-wide reform effort, initiatives taken by one school's exploration with inclusive practices, and the superintendent's vision of redesigning the educational program for all students in the district. Key factors found to facilitate inclusive practices within the district included: A district philosophy about inclusion; the district's culture; planning, collaborative, and teaming opportunities; a commitment of resources; and, initial planning efforts taken by administrators. Changes that have occurred in the district include: The organizational structure; accountability issues; instructional strategies; hiring and recruitment practices; and, the roles of principals and teachers.; Respondents identified benefits, liabilities, and worries about the changes that have occurred as a result of adopting inclusive practices; however, 83% of those surveyed indicated inclusion to be successfully implemented in the district. Overall, the results of the study indicate that adopting inclusive practices can result in second-order changes that alter the fundamental ways in which services are provided to both disabled and nondisabled students. Inclusion has many dimensions and is a dynamic undertaking. While embarking upon such a change process requires a comprehensive view of the many variables that are involved, inclusive practices can add value to an organization when those empowered to see it actualized approach it with careful planning and a commitment to provide the resources and supports needed to make it work.