Sustainable Inclusive Reform: A University–School District Partnership for Socially Just Schooling

• In Event: Roundtable Session 49
  In Roundtable Session: Neoliberal Education and the Conflict With Social Justice

Abstract

This participatory research study examined one university-school district partnership for sustainable inclusive reform. University faculty worked alongside teachers and administrators to build district capacity for inclusive education and to restructure the special education service delivery plan for increased access to the general education classroom and curriculum. Findings point to the importance of student belonging as a central tenant of inclusive school reform, a greater understanding of disability as a cultural phenomenon rather than simply a deficit to be remediated, and the implications of teacher-directed action research on sustainable, district-wide change.

Authors

• Danielle M. Cowley, University of Northern Iowa

• Deborah J. Gallagher, University of Northern Iowa

• Amy J. Petersen, University of Northern Iowa

• Ivy Garmon, Mount Pleasant Community School District

• Tiffany Menke, Mount Pleasant Community School District

• Amanda Schinstock, Mount Pleasant Community School District