Wrestling with Accountability and Capacity: Stories of the Evolution of Elementary Inclusive Programs

• In Event: What Does a District’s Commitment to “Inclusive Practices” Mean and How Does It Affect School Practices?

Abstract

As noted above, the overall study presented in this symposium includes inquiry into school-level inclusive practices at the elementary, middle and high school levels. This paper shares the results of the three person elementary level team, which resulted from research conducted at two elementary schools. Semi-structured interview, focus group and observation protocols were developed for use across the schools. Using these protocols, we interviewed school principals, teacher leaders, and parents, as well as conducted focus groups with teachers and parents. We also observed in multiple classrooms over a period of one academic year at both of the identified elementary schools. Resulting data were analyzed utilizing constant comparative methods (Cresswell, 2007; Miles & Huberman, 1994). Preliminary results indicate that moving towards inclusive programming has many positive outcomes including; (1) the cultivation of an inclusive school based vision by school principals, (2) increased placement of students with disabilities in general education settings, and (3) increased data literacy in teachers helping them become more responsive to student needs resulting in improved student achievement. However, our inquiry also suggests that teachers and administrators across both contexts are facing a myriad of challenges related to inclusive reform. These challenges include: (1) designing effective allocation of resources to meet all students’ needs, and (2) addressing the growing tension related to continuing to develop and/or maintain inclusive services as budget concerns grow. Analysis of district data suggest moderate gains in student performance across all levels as inclusive practices were implemented with the exception of lower performing special education identified students and gifted students. This paper also presents an analysis of differences across schools related to varying levels of sophistication in implementing inclusive practices, as well as variations in leadership provided by school principals to build capacity for the implementation process. In our discussion, we portray ways in which school-level actors attribute the development of inclusive practice to school-level rather than district-level initiatives, and we highlight tensions between district policy and practice regarding restrictive cluster programs in a continuum of services model and the ascribed district vision for developing effective inclusive programs.
References
Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches (2nd ed.).Thousand Oaks, CA: Sage.
Miles, M. & Huberman, M.S. (1994). Qualitative data analysis: an expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.

Authors

• William R. Black, University of South Florida

• David T. Hoppey, University of South Florida

• Ann Marie Mickelson, University of South Florida