Applications of a Policy Framework to Evaluate and Promote Large-Scale Change

Abstract

The Consortium on Inclusive Schooling Practices (CISP) was a 5-year federally-funded project focused on building the capacity of state and local systems to deliver inclusive educational services. A policy framework was developed to guide its training and technical assistance efforts across multiple states and districts. The framework incorporates standards-based reform within an inclusive schooling perspective. This article describes the six components of this policy framework and the various ways in which it was applied. Based on its utility in this context, the authors suggest ways in which this tool can be used by practitioners and policymakers at the district and school level.

Educating Students with Mental Retardation in General Education Classrooms

“…One critical area for future research relates to the investigation of policies and practices that have been used to support the development of services in states that have exemplary practices related to the placement of students with MR. Roach, Salisbury, and McGregor (2002) addressed the need to develop state and local school district policies that support and encourage the development of programs in general education classrooms. These authors note that written state and district policies are also needed to ensure that efforts to promote change are not inadvertently impeded.…”

“…Well-designed national and state general and special education policies can support and facilitate the development of such programs. Moreover, a strong commitment and substantial investment of time and resources will likely be required to develop programs that provide the necessary supports to ensure successful education of students with MR (or other disabilities, for that matter) in general education classrooms (McLeskey & Waldron, 2000;Roach et al, 2002). National Association of State Directors of Special Education (1999).…”

Integrating Education and Human Service Plans: The Interagency Planning and Support Project

“…Feedback loops are interactive meetings that involve policymakers and those directly engaged in the implementation of policy (Roach, Salisbury, & Fisher, 2002;Roach, Salisbury, & McGregor, 2002). Regular opportunities for communication among constituents at different levels of the service delivery system are used to identify policy implementation barriers and generate potential solutions to address these issues.…”

Leadership Practices and Knowledge that Support Inclusion: A Case Study

“…DiPaola et al Developing staff. Professional development is one of the most common concerns of teachers in inclusive schools (Dipaola et al, 2004;Praisner, 2003;Roach, Salisbury, & McGregor, 2002;Scruggs, Mastropieri, & McDuffie, 2007). The general education teachers need training on how to include students with disabilities, and special educators need to learn how to adapt their role from an independent classroom teacher to a collaborative and/or consultant teacher.…”

“…The literature on inclusive schools suggests that professional development designed to support inclusive practices is a pervasive concern for teachers in inclusive schools (Dipaola, 2004;Praisner, 2003;Roach, Salisbury, & McGregor, 2002;Scruggs, Mastropieri, & McDuffie, 2007). School leaders must provide professional development that addresses the needs of their teachers.…”