Inclusive School Reform

2015 ◽  
Author(s):  
Bonnie S. Billingsley
Keyword(s):  
School Reform ◽  
Inclusive School

Inclusive Reform as a Response to High-Stakes Pressure? Leading toward Inclusion in the Age of Accountability

2016 ◽  
Vol 118 (14) ◽  
pp. 1-30
Author(s):  
George Theoharis ◽  
Julie Causton ◽  
Chelsea P. Tracy-Bronson
Keyword(s):  
School Reform ◽  
General Education ◽  
Students With Disabilities ◽  
Standardized Tests ◽  
Distributed Leadership ◽  
High Stakes Testing ◽  
High Stakes ◽  
Inclusive School ◽  
Age Of Accountability ◽  
General Education Classrooms

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms. Yet, in this era of high-stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability: • What does school-wide inclusive reform for students with disabilities involve? • What kinds of changes can result from inclusive reform? • What role does leadership play in inclusive reform? The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.

scholarly journals Overrepresentation of Indigenous students in school suspension, exclusion, and enrolment cancellation in Queensland: is there a case for systemic inclusive school reform?

2022 ◽  
Author(s):  
Linda J. Graham ◽  
Callula Killingly ◽  
Kristin R. Laurens ◽  
Naomi Sweller
Keyword(s):  
School Reform ◽  
The United States ◽  
Systemic Reform ◽  
Exclusionary Discipline ◽  
Political Commitment ◽  
Government Schools ◽  
Indigenous Students ◽  
Inclusive School ◽  
In School Suspension ◽  
Incident Rate

AbstractWell-established evidence of the ill-effects of exclusionary school discipline, its disproportionate use on students of colour, and association with the “school-to-prison pipeline” has, in the last decade, led to systemic reforms in the United States, which are successfully reducing exclusion and improving outcomes. Few studies, however, have similarly investigated overrepresentation in Australia, with little attention to systemic reform as a result. In this study, we analysed suspension, exclusion, and enrolment cancellation rates in Queensland (QLD) government schools between 2013 and 2019 and found Indigenous students were consistently overrepresented. Suspension incidents proportionate to enrolments increased for all students, but this increase was faster for Indigenous than non-Indigenous students and driven primarily by steep rises in short suspensions during primary school (Preparatory-6). Exclusions increased—again disproportionately—for Indigenous students, chiefly in secondary school (7–12). During 2019, Physical Misconduct had the highest incident rate for both groups; however, Indigenous students were most overrepresented in suspensions for Disruptive/Disengaged behaviours. Further, while Indigenous students were overrepresented in all QLD regions, one region’s Indigenous suspension rate was higher than all others despite no difference in the distribution of Indigenous/non-Indigenous enrolments across regions. The scale and nature of Indigenous overrepresentation in exclusionary discipline incidents in QLD indicate clear need for further research to secure political commitment to systemic inclusive school reform, as well as to produce high-quality evidence capable of guiding that reform.

Inclusive School Reform in Eswatini

2020 ◽  
Author(s):  
Cebsile P. Nxumalo
Keyword(s):  
School Reform ◽  
General Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Educational Outcomes ◽  
Teaching And Learning ◽  
School Change ◽  
Diverse Range ◽  
Inclusive School ◽  
Southern Africa Development Community

Inclusive school reform has been a subject of concern in many countries, including the Kingdom of Eswatini. One of the forces that has shaped this reform agenda are the demands on transforming schools to embrace inclusive education, thus catering for diverse learners. Effective and sustainable inclusive reform is dependent on comprehensive school reform (CSR) approaches to change, with a focus on embracing and catering for diversity of learners from a broader perspective other than disability and special needs. CSR is one approach to change that is being used with some success in general education and has proven to have the potential of developing more inclusive schools. This is because such reform develops effective, sustainable programs that improve educational outcomes for all learners, with or without special needs and disabilities. CSR provides administrators and teachers with a framework to develop successful, effective, and sustainable inclusive programs. Each country has designed its own ways to ensure inclusive school reform. Inclusive school reform in Eswatini is situated within the context of a comprehensive larger school change effort that promises to improve educational outcomes for all learners while providing the necessary support to allow general classrooms to be changed to accommodate a diverse range of learners. The Southern Africa Development Community school reform model known as Care and Support for Teaching and Learning (CSTL) or “Inqaba,” which means fortress—a safe haven for all learners—has played an important role in the implementation of inclusive school reform in Eswatini. The Inqaba model is a comprehensive response and represents a pragmatic pathway toward inclusive quality education. Creating a caring, supportive, and inclusive teaching and learning environment in every school requires implementing a diverse, comprehensive, and multisectoral response, such as Inqaba, despite some challenges.

The Evolution of Inclusive Practice in Two Elementary Schools: Reforming Teacher Purpose, Instructional Capacity, and Data-Informed Practice

2018 ◽  
Vol 27 (1) ◽  
pp. 22-45 ◽  
Author(s):  
David Hoppey ◽  
William R. Black ◽  
Ann M. Mickelson
Keyword(s):  
Elementary Schools ◽  
School Reform ◽  
State Constraints ◽  
Future Research ◽  
Inclusive Practice ◽  
Instructional Capacity ◽  
Inclusive School ◽  
Collaborative Structures ◽  
Data Informed

This qualitative case study focuses on the evolution of inclusive school reform in two elementary schools in a large metropolitan district. Four central themes that emerged during data analysis are highlighted: (1) Unifying a vision: Reframing special education; (2) Developing collaborative structures for inclusion; (3) Increasing confidence and capacity: The importance of data-informed practice; and (4) Negotiating district and state constraints on inclusive practice. This article concludes with a discussion of the study's implications for inclusive school reform as well as directions for future research.

Schools of Promise: A School District—University Partnership Centered on Inclusive School Reform

2010 ◽  
Vol 32 (3) ◽  
pp. 192-205 ◽  
Author(s):  
Julie Causton-Theoharis ◽  
George Theoharis ◽  
Thomas Bull ◽  
Meghan Cosier ◽  
Kathy Dempf-Aldrich
Keyword(s):  
School District ◽  
School Reform ◽  
Inclusive School ◽  
University Partnership ◽  
Schools Of Promise

The Sustainability of Inclusive School Reform

2006 ◽  
Vol 72 (3) ◽  
pp. 317-331 ◽  
Author(s):  
Paul T. Sindelar ◽  
Deirdre K. Shearer ◽  
Diane Yendol-Hoppey ◽  
Todd W. Liebert
Keyword(s):  
School Reform ◽  
Inclusive School

Advances in Schoolwide Inclusive School Reform

2014 ◽  
Vol 36 (2) ◽  
pp. 94-99 ◽  
Author(s):  
Wayne Sailor
Keyword(s):  
School Reform ◽  
Inclusive School

A Sampler of Cultural Approaches to School Reform

1992 ◽  
Vol 37 (10) ◽  
pp. 1062-1063
Author(s):  
Beeman N. Phillips
Keyword(s):  
School Reform
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