A Framework for Inclusive Educational Delivery Systems

McCart, Amy; Sailor, Wayne; Bezdek, Jamie M.; Satter, Allyson L.

doi:10.1352/2326-6988-2.4.252

Cited by 40 publications

(33 citation statements)

References 47 publications

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“…These include a school culture in which educators assume collective responsibility for the success of all students, ongoing training and support for teachers in the use of inclusive practices, and school schedules that provide adequate time for teacher collaboration (Bettini, Crockett, Brownell, & Merrill, 2016; McLeskey, Waldron, & Redd, 2014; McLeskey, Waldron, Spooner, & Algozzine, 2014). An emerging body of research provides more guidance on school organization for inclusion through tiered systems of support (Fuchs & Fuchs, 2007; McCart, Sailor, Bezdek, & Satter, 2014; Sailor & Roger, 2005). When inclusion is embedded in school-wide frameworks such as multitiered systems of support (Multi-Tiered Systems of Support [MTSS]) and Response to Intervention (RTI), schools reorganize their resource allocation to support students not responding to traditional instruction in a way that is driven by data on student needs rather than traditional general and special education distinctions.…”

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confidence: 99%

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Stelitano¹,

Russell

Bray

2019

American Educational Research Journal

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School organization is a key driver for meaningful inclusion for students with disabilities. While there are promising examples of how schools organize for inclusion with intensive technical assistance, little is known about how high schools organize without such supports. In a case study of two high schools, we compare school organization by looking at their formal design and teachers’ daily routines. While both schools incorporated models for supporting students into their formal design, their daily routines revealed practices that were at odds with the spirit of inclusion. Routines involved special educators helping students pass their classes, though often not through meaningful learning opportunities. We offer insight into the affordances and constraints of school organization, revealing implications for meaningful inclusion.

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confidence: 99%

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Stelitano¹,

Russell

Bray

2019

American Educational Research Journal

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“…SWIFT uses evidence-based practices to transform leadership, policies, organizational structures, and relationships to support improved academic and behavior outcomes for all students, including those with the most extensive support needs. Trusting familyschool and community-school partnerships comprise 2 of the 10 features of SWIFT, an evidence-based model for inclusive school reform (McCart, Sailor, Bezdek, & Satter, 2014; see www.swiftschools.org). SWIFT describes family-school partnerships as follows:…”

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confidence: 99%

Fostering Family–School and Community–School Partnerships in Inclusive Schools

Haines

Gross

Blue-Banning

et al. 2015

Research and Practice for Persons with Severe Disabilities

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Partnerships between school staff, families, and community members are vital for ensuring the success of all students in inclusive schools. This article reports the results of a synthesis of two original studies: one study that examined the perspectives of family members and another study that examined the perspectives of community partners in developing partnerships with school staff at six inclusive knowledge development sites located in five geographic regions within the United States. The current synthesis study analyzes the original studies' overlapping themes to inform concentrated efforts aimed at strengthening family and community partnerships in inclusive schools. Themes of this synthesis study include positive, inviting, and inclusive school culture; strong administrative leadership driven by a clear vision of inclusion; attributes of trusting partnerships; and opportunities for reciprocal partnerships and involvement. Implications for practice and research are discussed.

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“…This may be due to the fact that descriptive and attitudinal work is more methodically easier. However, for scientific progress, it is necessary to go beyond the problem and possible analyses (McCart, Sailor, Bezdek, and Satter. 2014).…”

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confidence: 99%

A Study on Inclusive Education in Turkey

Sarı

Nayır

Kahraman

2020

Journal of Education and Future

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The purpose of this research is to examine inclusive education research and to guide applications and research according to the results obtained. Within the framework of this aim, the studies carried out in the field of inclusive education in Turkey were systematically examined. Articles published in national and international refereed journals in English or Turkish between 2009-2019 were included in the research The research is qualitative research in which the studies are examined according to the publication year, publication language, subject, research design, the field of the researchers and the scope of the articles. The data of the study were collected through document review. In this study, it has been concluded that the studies about inclusive education have started to increase in recent years, generally, qualitative research methods are used and more specifically, researchers in special education field have made inclusive education studies. When the articles were examined in terms of scope, it was seen that the majority of the studies were on attitude and descriptive studies. At this point, it can be said that the priority of the studies related to inclusive education in Turkey is not to produce theoretical knowledge or to create the infrastructure of new studies by examining the studies done. In the studies carried out, studies that reveal the opinions, attitudes and perceptions of the participants regarding inclusive education were more prominent. In order to contribute to both national and international literature, it would be useful to conduct further research on theoretical and literature research and to plan experimental research to reveal the effectiveness of inclusive education-related practices. Similar studies will be conducted in different countries and the comparison of the findings will contribute to the literature in terms of revealing the international trend.

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A Framework for Inclusive Educational Delivery Systems

Cited by 40 publications

References 47 publications

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Organizing for Meaningful Inclusion: Exploring the Routines That Shape Student Supports in Secondary Schools

Fostering Family–School and Community–School Partnerships in Inclusive Schools

A Study on Inclusive Education in Turkey

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