Addressing the Inclusion Imperative: An Urban School District's Responses

Autor/inn/en	DeMatthews, David Edward; Mawhinney, Hanne
Titel	Addressing the Inclusion Imperative: An Urban School District's Responses
Quelle	In: Education Policy Analysis Archives, 21 (2013) 61, (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Special Education; Inclusion; Urban Education; School Policy; School Districts; Mainstreaming; Federal Legislation; Educational Legislation; Disabilities; Educational Indicators; Federal Programs; Student Placement; Individualized Education Programs; Compliance (Legal); Qualitative Research; Case Studies + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Stadtteilbezogenes Lernen; Schulpolitik; School district; Schulbezirk; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Behinderung; Educational indicato; Bildungsindikator; Schülerpraktikum; Individualized education program; Individualisierendes Lernen; Qualitative Forschung; Case study; Fallstudie; Case Study
Abstract	Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district's special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district's policies. The findings inform next-generation policy initiatives and future lines of inquiry. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10