The Evolution of Inclusive Practice in Two Elementary Schools: Reforming Teacher Purpose, Instructional Capacity, and Data-Informed Practice
Document Type
Article
Publication Date
1-1-2018
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.
Publication Title
International Journal of Educational Reform
Volume
27
Issue
1
First Page
22
Last Page
45
Digital Object Identifier (DOI)
10.1177/105678791802700102
ISSN
10567879
E-ISSN
26319675
Citation Information
Hoppey, Black, W. R., & Mickelson, A. M. (2018). The Evolution of Inclusive Practice in Two Elementary Schools: Reforming Teacher Purpose, Instructional Capacity, and Data-Informed Practice. International Journal of Educational Reform, 27(1), 22–45. https://doi.org/10.1177/105678791802700102