Bridging the Gap: Unveiling the Dual Nature of Inclusive Education

• In Event: Critically Complicating (Special) Education Policy, Process, and Praxis Through Family, Youth, Educator, and Scholar Perspectives

Abstract

Objectives and Purposes
This study aims to critically investigate the deficiencies in the implementation of inclusive education practices from the perspectives of students, teachers, administrators, and researchers. It seeks to identify gaps between policy and practice and understand the lived experiences within education settings. By addressing both the empowering and disempowering aspects, this research advocates for a more democratic and participatory approach to educational policy and practice, ensuring inclusivity and equity in education.

Theoretical Framework
The study is framed by Cultural-Historical Activity Theory (CHAT) and the concept of street-level bureaucracy. CHAT provides a lens to understand the complex dynamics and systemic challenges within educational environments (Engeström, 2001). Street-level bureaucracy highlights the discretionary power of educators and administrators in policy implementation (Lipsky, 2010). Together, these frameworks advocate for a more inclusive and participatory democracy in education. This approach aligns with the AERA 2025 theme of remediation and reparation.

Methods
This qualitative study employs a multiple case study approach to explore diverse inclusive education contexts. Data collection methods include semi-structured interviews, focus groups, and participant observations, ensuring a thorough understanding of the phenomena (Creswell & Poth, 2018). Thematic analysis identifies common themes and patterns across contexts, facilitating the recognition of systemic issues and the formulation of context-specific solutions (Braun & Clarke, 2006).

Data Sources
Data sources include semi-structured interviews with 20 students, focus groups with 15 teachers, interviews with 10 administrators, and 5 researchers, providing a detailed and nuanced view of inclusive education experiences and challenges.

Results
The study reveals significant findings regarding the dual nature of inclusive education, both in its potential to empower and to disempower. A notable disconnect exists between inclusive education policies and their practical implementation, largely due to insufficient resources and training (Mitchell, 2020; Slee, 2018). Teachers report feeling inadequately prepared to meet diverse learning needs, expressing frustration over the lack of support and professional development opportunities (Schwab et al., 2018; Sharma & Sokal, 2020). Administrators highlight bureaucratic constraints and the difficulties of aligning policy directives with the realities of educational practice (Lipsky, 2010; Qi & Ha, 2018). Students with diverse learning needs often feel marginalized and unsupported, indicating the need for more individualized approaches (Goodley, 2020; Thomas, 2019). Researchers emphasize the importance of context-specific solutions and advocate for participatory approaches in policy-making to ensure that diverse voices are included.

Scientific Significance
This study significantly contributes to the scholarly discourse on inclusive education by providing a detailed analysis of barriers to effective practice from multiple perspectives. The findings underscore the need for integrated and context-sensitive approaches to policy implementation, alongside increased investment in teacher training and support. By amplifying the voices of those directly involved in inclusive education, the study offers valuable insights for policymakers, educators, and researchers dedicated to creating more equitable and effective educational environments.

Author

• Suman Rath, Montclair State University