Development and Pilot Study of Self-Reflection Tools for Sustainable Systemic Change for Inclusive Education

• In Event: A Systems Approach: Identifying and Addressing Systemic Barriers for Students With Disabilities

Abstract

● Describe the creation of evidence-based reflection tools that support multi-level sustainable systemic change for inclusive education systems, and
● Articulate pilot study results of these tools by teams engaged in systemic change for inclusive education systems.

Framework
Research has demonstrated positive outcomes for students with ESN when included in general education classes for 80% or more of the day (Gee et al., 2020). There is also a correlation between LRE placement data and both socio-economic status and race, which have been set into policies and procedures since before the red-lining era (Cosier et al. 2018).

Researchers will share tools and processes that were developed from evidence-based inclusive practices, implementation science, and systems change with a focus on findings from five equity inclusion leadership teams’ experiences and results.

Methods
Three sources of information related to inclusive education for students with ESN were reviewed: (a) research identified through multiple search engines; (b) existing tools used to describe or assess the use of evidence-based inclusive education practices; and (c) textbooks focused on teaching this population of students. The team identified inclusion/exclusion criteria; developed and verified reliable use of those criteria; and systematically reviewed and coded the content. Identified practices were grouped into five Focus Areas and within each Focus Area, related practices were further grouped into Sets of Features and reflection tools were developed.

The tools were disseminated for a two-step usability feedback cycle, and revisions were made. The final version of the tools was piloted with a state department of education, school districts, and schools newly engaged in systemic change efforts for inclusive education for students with ESN.

Data Sources
An extant tool review was conducted that found 24 tools with 549 novel items. A literature review on specially designed instruction (SDI) for this population of students found 87 novel descriptors across seven textbooks. Finally, a literature review on administrative processes for inclusive systems was conducted. A total of 2955 articles were screened and 349 articles were included in the full-text review with 64 articles included in final coding.

Data for the pilot study were gathered from five teams who used this tool to reflect on their current practices related to inclusive education structures, policies, and practices. Each team completed the tools as a step toward building sustainable inclusive systems. Data from these pilot studies include evaluative surveys, tool results, and focus group linguistic analysis.

Results
The Reflection on Inclusive Systems of Education (RISE) was validated by experts in the field and educators who are engaged in inclusive systems change. The pilot and usability studies are currently underway.

Significance
To change education systems, teams must reflect on their own practices and how their system is currently promoting and creating barriers to inclusive practices. These barriers overlap with other barriers that have historically marginalized students such as race, language, and culture. This work provides research-based steps for examining practices that illuminate areas of common education practice that continue to segregate students with extensive support needs.

Authors

• Deborah Taub, OTL Education Solutons

• Diane M Ryndak, University of North Carolina - Greensboro