“…Despite long-standing special education failure in urban public school districts, researchers have rarely examined district-level policies regarding special education and inclusion (MacKenzie, Skrla, Dickinson, & Joseph, 2011;Morse, 2010;Nilsen, 2010;Watnick & Sacks, 2006). Instead, researchers have focused on other important aspects of inclusion, such as school leadership (Billingsley, Gersten, Gillman, & Morvant, 1995;Guzman, 1997;Hasazi, Johnston, Liggett, & Schattman, 1994;Mantle 2005;Walther-Thomas & DiPaola, 2003;Will, 1986), teacher perceptions and preparation (Hersman & Hodge, 2010;Tankersley, Niesz, Cook & Woods, 2007;Watnick & Sacks, 2006), and small learning communities (Duke & Lamar-Dukes, 2007).…”