Centering Voices of Black and Latinx Students With Disabilities to Examine Whole-School Approaches to Inclusion

• In Event: Centering the Voices of Disabled Learners

Abstract

While inclusive classrooms have been the focus of recent literature, inclusive schools have garnered less attention. This study examines school-wide structures, cultures, practices, and systems of support that contribute to the well being and success of Black and Latinx students with disabilities (SWD) at two schools. Analyses focus on what students and guardians report as the most important features of inclusive learning environments for them. The case studies explain how the schools are intentionally organized to establish systems for inclusive learning experiences, social-emotional support, teacher collaboration, and family involvement. These systems have created the conditions for SWDs at these schools to exercise agency and voice, which are associated with successful post-secondary transitions and feelings of belonging.

Authors

• Ilene Ivins, Alder Graduate School of Education

• Ruth Chung Wei, Envision Education

• Roilyn Graves, Envision Learning

• Heather Lewis-Charp, Social Policy Research Associates

• Nikkolette Hunter, Social Policy Research Associates