This case-based study of two school reform e orts in the USA examines how the process of inclusive education works for SEN students and the extent to which these students and their teachers feel as though they are an integral part of school reform. At its heart, this study focuses on three central questions. Do the philosophy, process, practices and organizational structures of these school reform movements promote inclusion for all students? What is the impact of the schools' practices and principles on individual students? What conditions and contexts best promote inclusion, and which ones act as barriers to successful inclusion? The schools in these two school reform movements provide powerful examples of how changes in school organization, climate, curriculum and instructional strategies build on the strengths of students, sta and community to create optimal learning results for all students. In this study, the perception of pedagogical and political`gaps' between school e ectiveness reform agendas and inclusive education reveal a narrow, rational±technical view of reform. The hope for the future is that the growing e orts in support of inclusive education within the broader socio-political and constructivist school reform movements, exempli®ed by the schools in this case study, will become an in¯uential counter-force for social justice and disability-rights' action in schools everywhere.
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