Using Professional Development Schools to Increase the Number of Students With Disabilities Accessing Inclusive Classrooms

• In Event: 45.078 - Toward Inclusive Practices in Professional Development Schools

Abstract

This paper documents the use of professional development school (PDS) - university relationships by a school in the Northeastern United States, to create the foundations of sustainable inclusive education practices. The Authors address this PDS research on inclusive education by infusing a disability studies in education (DSE) lens into the limited existing literature. Specifically highlighted are the foundational actions of the PDS steering committee to systematically and responsibly move students with disability labels, mostly students of color, out of self-contained classrooms and into inclusive classrooms. Not intended to be prescriptive, the goal of this work is to clearly articulate the actions of the PDS committee as an example for others who may wish to replicate this work at their respective schools.

Authors

• Brent C. Elder, Rowan University

• Lesa Givens, Rowan University

• Andrea LoCastro, Glassboro Public School District

• Lisa Rencher, Glassboro Public Schools