Advances in Schoolwide Inclusive School Reform

Abstract

This article highlights three significant advances in schoolwide inclusive school reform and suggests three next steps to improve educational outcomes for all students, particularly for students for whom typical instruction is not effective. Significant advances are as follows: (a) a multi-tiered system of support (MTSS) with embedded response to intervention, which includes positive behavioral interventions and supports; (b) universal design for learning; and (c) collaborative instruction involving general and specialized educators. Next steps are as follows: (a) implementing flexible, braided funding across educational programs; (b) fully integrating behavior and academic interventions pedagogy within MTSS; and (c) scaling up and sustaining innovative and evidence-based practices through implementation science.

Directores Escolares y Padres que Logran Resultados Óptimos: Lecciones Aprendidas de Seis escuelas Norteamericanas que han Implementado Prácticas Inclusivas

“…Las escuelas inclusivas educan a todos los alumnos en ambientes de aprendizaje que practican la inclusión de todos los niños sobre la base de la equidad, donde cada alumno es valorado como miembro de su escuela del barrio y donde se le proporciona el apoyo necesario para lograr el éxito social y académico (Sailor, 2014). La educación inclusiva tiene múltiples beneficios para los alumnos con o sin discapacidades, incluyendo mayor rendimiento académico y mejores relaciones sociales (Cosier, Causton-Theoharis y Theoharis, 2013;Cushing y Kennedy, 19976;Sermier Dessemontet y Bless, 2013).…”

Equity as a Basis for Inclusive Educational Systems Change

“…The advent of MTSS as a driver for whole-school inclusive educational praxis requires a different conceptualization of the uses of space in schools and of engagement and deployment of personnel in the instructional delivery system (Sailor, 2009;2015). Classroom-based instructional models, even with UDL practices, pose major problems for the range and types of differentiated instruction needed to efficiently and effectively address the teaching/learning process with all students.…”

Development and Preliminary Technical Adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool

“…In principle, this requirement means that students with disabilities should have an opportunity to be educated with peers without disabilities; they should have access to the same curriculum or any other program as their peers without disabilities; and they should be provided supplementary aids and services necessary to achieve their individualized educational goals (McLeskey, Waldron, Spooner, & Algozzine, 2014;Sailor, 2014;Ysseldyke & Algozzine, 2006;Ysseldyke, Algozzine, & Thurlow, 2000).…”

“…Although the term is not prominently used in federal documents on the implementation of IDEA, the practice of educating students with disabilities in the same classrooms and other environments as their peers has come to be known by many as "inclusive education" (Sailor, 2014). Despite "decades of advocacy" for education in general education classrooms, "there is tremendous variability of educational placement across the United States" SWIFT-FIT PRELIMINARY TECHNICAL CHARACTERISTICS 4 for students with disabilities and "most students with developmental disabilities continue to spend the majority of the school day in self-contained special education classrooms" (Brock & Schaefer, 2015, p. 54).…”

“…Disabilities Education Act or IDEA), states, local educational agencies or districts, and schools are required to provide a free appropriate public education to students with disabilities in the least restrictive environment that is appropriate to meet their individual needs. In principle, this requirement means that students with disabilities should have an opportunity to be educated with peers without disabilities; they should have access to the same curriculum or any other program as their peers without disabilities; and they should be provided supplementary aids and services necessary to achieve their individualized educational goals (McLeskey, Waldron, Spooner, & Algozzine, 2014;Sailor, 2014;Ysseldyke & Algozzine, 2006;Ysseldyke, Algozzine, & Thurlow, 2000).In recent years, about 95% of these students were educated in general/regular education classrooms for at least some portion of the school day. However, 60% of these students were educated in a regular class 80% or more of the day; 20% were educated in a regular class 79% to 40% of the day; 14% were educated a regular class less than 40% of the day; and only about 5%…”