A Systemic Inquiry of How School-Based Inclusion Planning Teams Reform Special Education Service Delivery: A Case of Boston Public Schools

• In Event: AERA Graduate Student Research in Progress Roundtable Session Two
  In Roundtable Session: Critical Issues in Special Education (Table 2)

Abstract

For decades, educators and administrators have worked extensively towards improving educational opportunities for students with disabilities in Boston Public Schools (BPS). However, their efforts have not yet empowered the schools to ensure equitable learning opportunities. The purpose of this study is bifold. First, we are engaging in a research-practice partnership to improve school-wide educational practices at BPS for the city-wide rollout of inclusion of children with disabilities, multilingual, and racially diverse learners by involving action, evaluation, and reflection by Inclusion Planning Teams (IPT). Second, we will focus on evaluating the work done by IPTs to make informed decisions on school improvement. This research practice partnership entails a nascent initiative of BPS that aims to strengthen the capacity of school leaders, administrators, and educators by focusing on increased collaborative planning and continuous evaluation of practices. In the round-table discussion proposed here, we will talk about our work so far and seek critical input from colleagues on our research-practice partnership and on strategies to evaluate IPTs that will help us strengthen this project.

Author

• Aashna Khurana, Boston College
  Presenting Author