On the Nature and Change of an Inclusive Elementary School

Abstract

Qualitative research methods were used to conduct an in-depth study ofan inclusive elementary school with the intent ofcharacterizing its context and practices. It was reasoned that such detail would provide valuable insights for those involved in systems change efforts. Data were gathered over a period of 30 months and included observational fieldnotes, interviews, shared anecdotes from teaching staff, and an analysis ofschool publications and products. Multiple methods of triangulation were employed to validate the data collection process and our findings. Descriptive themes emerged from the data that characterize the nature and evolution ofthis school's reform toward a more inclusive context. These themes are discussed and implications for future research are presented.

Changing Roles in Inclusive Schools: Staff Perspectives at Gilbert Linkous Elementary

“…The findings concerning teacher and administrator roles from this small sample in one school are consistent with other findings (Giangreco et al 1993;Janney et al in press;Kozleski and Jackson 1993;Salisbury et al 1993) and with our knowledge about change in schools (Fullan 1992;Sarason 1991). For example, principals in the Janney et al (in press) study were advised by classroom teachers to respect teachers' wishes to have a student with disabilities placed or not placed in their class, to facilitate planning, to work out the logistics, and to provide teachers with support.…”

Theoretical Influences on the Establishment of Inclusive Practices

“…Salisbury et al (1993) indicate that the opportunity for reflection on action, beliefs, knowledge and desired outcomes is a significant factor in establishing and maintaining inclusive school communities. Hence, collaborative action research that brings together academics and practitioners should be explored as a vehicle to better secure teacher's self-perceptions and embed a theoretical dialectic in daily practice.…”

“…The emergence of this educational reform has been accompanied by much scrutiny, inspection and commentary. While some critics continue to question the validity and value of inclusion (Fuchs & Fuchs, 1994;Kauffman, 1994;Shanker, 1994), others have focused on what can be learned about effective schools from observing the activities of teachers and students directly involved in the process (Schnorr, 1990;Giangreco et al, 1993;Salisbury et al, 1993). The prominence of the matter is reflected in the funding priorities established by the United States Department of Education, which for the past 5 years has identified studies exploring the education of students with severe 102 A. Udvari-Solner disabilities in inclusive settings as central to the national research agenda (US Department of Education, 1993).…”

Perspectives of inclusive education in Russia

“…In several countries of the world since the 1970s there has been considerable elaboration of legislation and policy to widen educational opportunities for persons with disabilities (Deno, 1970;Dyson, 1999;Salisbury et al, 1993;. Politicians, scholars and activists in civil society discuss the question of access by vulnerable populations to quality secondary and higher education.…”