Two high schools and the road to full inclusion: A comparison study

Abstract

This article documents a roadmap for developing fully inclusive school sites at the secondary level. Full inclusion is defined as placement in the general education classroom for all students with disabilities. Specifically, two large high schools located in suburban areas attempted to fully include over 300 students identified as needing special services. Students had varying disabilities, but each school attempted to fully include every student. Although one school was an established high school and the other was brand new, both experienced similar benefits and challenges when transitioning to a full inclusion model. This article aims to share specific strategies which contributed to the success of full inclusion at each school site and to discuss challenges that arose during planning and implementation. KeywordsFull inclusion, high schools, students with disabilities High school reform: Integration of special educationExisting educational practices in the United States are not adequately preparing students with disabilities for post-secondary life. Students with disabilities face even greater challenges than their non-disabled counterparts in relation to job preparation and entry into college (Wagner, Newman, Cameto, Levine, & Marder, 2003). In response to this finding, many secondary schools are implementing high school reform initiatives that may have a large impact on students receiving special education services.Muller and Burdette (2007) highlighted five recommended best practices in high school education reform. These include: 1) professional development activities for both general education and special education teachers; 2) task forces and workgroups which have representatives from both general education and special education; 3) instructional practices that support students with disabilities; 4) clear expectations of all teachers and students; and 5) appropriate data collection and assessment measures. The integration of general and special education is increasing in the United States and teachers are being asked to work together in order to

Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform

“…Professional learning is also critical to inclusive reform as both teachers (Scruggs & Mastropieri, 1996) and principals (Billingsley et al, in press) frequently reported that they are not prepared to meet the needs of students with disabilities. Across studies of inclusive reform, leaders worked to ensure that teachers and staff had opportunities to learn about topics such as the effects of inclusion, differentiating instruction, collaboration and co-teaching, methods to teach students with specialised needs, and evidence-based practices, such as positive behavioural interventions and supports (e.g., Burstein et al, 2004; Causton-Theoharis et al, 2011; DeMatthews & Mawhinney, 2014; Mayrowetz & Weinstein, 1999; Pierson & Howell, 2013; Shogren et al, 2015). Principals often participated in these professional learning opportunities, modelling their commitment to inclusion (e.g., DeMatthews & Mawhinney, 2014; Mayrowetz & Weinstein, 1999).…”

“…Inclusive leadership also involved changes to curriculum and instruction and teachers were largely responsible for this work (Billingsley, 2012). Teachers taught the same state content to students with disabilities as other students (Pierson & Howell, 2013) and differentiated instruction to address their individual needs (e.g., Shogren et al, 2015). Co-teaching was identified as an important support as general and special education teachers worked together to plan instruction, reteach material, adapt tests, monitor student learning, and share other responsibilities (e.g., Burstein et al, 2004; Fisher et al, 2000; McLeskey et al, 2014; Waldron et al, 2011).…”

Education Organization Models that Enhance the Success of Students with Special Needs

“…Others try to make more visible the services that are already offered [4]; [18] and help the students make a better use of the services they are offered [15]. Integrating the regular and the adapted systems [6], [11], [14] and maximising the opportunities of interaction with their pairs would entail academic success [7], [16], [17].…”

“…The integration of regular teaching with differentiated teaching is continually expanding in the United States of America where teachers are asked to work together in an effort to improve the learning opportunities for all students. Two secondary schools have chosen to include all students with special needs in the general educational system [14]. To make this project viable, managers and teachers reorganized both the teachers' tasks and the students' schedules.…”

The importance and potential of community partnerships in urban schools in an era of high-stakes accountability

“…A collaborative professional community where teachers share information and reflect on their practice is essential to classroom success (Adler, 2006; Lieberman & Miller, 2008; McLaughlin & Talbert, 2006; Pierson & Howell, 2013). Moreover, Fullan (2007) suggests that education reform can only be successful if teachers are invested in the success of other teachers and the whole school, not just their own classrooms.…”