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The effects of training a school team in the use of the Participation Assessment Framework and barrier-specific interventions (including but not limited to technology applications) on the participation of a student during literacy and math activities were evaluated using a multiple probe design across instructional formats. Participants included a multi-disciplinary school team, and a 10-year old student with cerebral palsy and no functional speech supported by this team. Training consisted of a combination of adult learning strategies including workshops, modeling, practice in simulated and real settings, feedback, and coaching during actual practice. The results of this preliminary study provide suggestive evidence that this systematic training was not only effective in increasing participation, but also is perceived as useful and effective by the training recipients. Results are discussed in terms of their implications for future research.

Inclusive education—based on the premise of social justice—advocates equal ac-cess to educational opportunities for all students. This research provides insight into the inclusive experiences of school principals in a Canadian rural school dis-trict through quantitative and qualitative inquiries. A survey was administered to 16 school administrators, and following initial data analysis, individual inter-views with four school principals were carried out as part of a multi-perspective case study of students with special needs. Overall, inclusion was viewed in a posi-tive light and extended beyond classroom placement to meeting the needs of diverse groups of students within the regular classroom. The responsibilities and strategies of the principals that support inclusion are outlined and other factors that contribute to effective inclusion identified. Key factors include collaboration among key players in the students’ education and opportunities for professional development. The results have implications for school leadership preparation and professional development of school administrators.