“The Placement is Individualized, But the Barriers Are Systemic”: Child Study Team Perspectives on Inclusive Education

• In Event: Reimagining Policy and Practice in Special Education: Practices, Systems, and Equity

Abstract

This mixed-methods study examines the perspectives of 228 Child Study Team (CST) members across New Jersey regarding the inclusion of students with disabilities. While teams aim to default to general education placements, systemic barriers such as staffing shortages, limited professional development, and general educator resistance hinder implementation. Quantitative data highlight inconsistent practices across districts; qualitative themes emphasize the role of collaboration, leadership support, and educator mindsets. Grounded in the social model of disability and transformative leadership theory, this study offers insight into how CST members navigate the gap between policy mandates and daily realities. Findings highlight critical implications for policy, educator preparation, and systemic reform to support inclusive education as a shared responsibility.

Authors

• Jessica Ann McQueston, Sam Houston State University

• Joseph A. Hogan, Kean University

• James C. Coviello, St. John's University

• Cristin Montalbano, New Jersey Coalition for Inclusive Education