Modeling What’s Possible: Inclusive Demonstration Sites as Catalysts for Trust and Transformation in Education

• In Event: Inclusive Education Through Instructional Practices and Peer Relationships

Abstract

This paper examines the early implementation outcomes of a statewide inclusive demonstration site initiative designed to improve access and outcomes for students with disabilities, with a focus on students from racially, linguistically, and economically marginalized backgrounds. The initiative established nine model sites in a large state in the Western U.S., where teams of educators could observe evidence-based practices. Drawing on data from over 450 participants representing 64 school districts, the study employed a mixed-methods design, including pre- and post-visit surveys and narrative responses, to assess changes in knowledge, attitudes, and intended practices related to inclusion. Findings show growth in participants’ understanding of inclusive strategies. These results suggest that demonstration sites show promise in serving as a lever for systemic change.

Authors

• Meghan E. Cosier, Chapman University

• Andrew F Wall, Fenix Research and Evaluation

• Audri Sandoval Gomez, Chapman University

• Kaylie Holke, Chapman University

• Carmen Hopkins, Riverside County Office of Education