Nancy L. Waldron

Establishing a Collaborative School Culture Through Comprehensive School Reform

Over the last decade, much research has been conducted regarding how successful school improvement can be achieved. One focus of this research has been the development of schools that are inclusive and meet the educational needs of all students, including those with disabilities. Research has shown that school change that improves teacher practice and student outcomes may be achieved through Comprehensive School Reform. Key aspects of this reform include the development of a collaborative culture, the use of high-quality professional development to improve teacher practices, and strong leadership for school improvement activities by the principal and other school leaders. The implications of these findings for research and practice are discussed.

Perspectives of Teachers Toward Inclusive School Programs

This investigation used the Inclusive School Program Survey to compare the perspectives of teachers who were currently teaching in inclusive school programs with teachers who were not teaching in such programs. Results revealed that the inclusion teachers had significantly more positive perspectives regarding inclusion than did the teachers who were not employed in inclusive programs. The groups differed regarding: (a) how well prepared their school was for inclusion; (b) concern with regard to their possible roles and functions in an inclusive program; and (c) concern with regard to the impact of inclusive programs on students. The implications of these findings for research and practice are discussed.

Making Differences Ordinary in Inclusive Classrooms

This article addresses the need to make differences ordinary as inclusive school programs are developed and implemented. Qualities that are hallmarks of inclusive classrooms and that ensure that differences become an ordinary part of classroom practices are then addressed. These qualities ensure that supports provided in the inclusive classroom are as natural and unobtrusive as possible, arranging student schedules so that the rhythm of the day for students with disabilities is as typical as possible, and ensuring that students with disabilities are full participants in the learning and social communities of the classroom.

A Case Study of a Highly Effective, Inclusive Elementary School

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in addressing the needs of all students. Evidence reveals that only a limited number of schools have been successful in meeting these sometimes competing demands for excellence and equity. This investigation addressed these issues by conducting a case study of a highly effective, inclusive elementary school. The results reveal several key practices that were important contributors to meeting the needs of all students in this school.

Professional development and inclusive schools: Reflections on effective practice

Abstract Increasingly, students with disabilities are being included in general education classrooms as inclusive school programs are developed and implemented. If inclusive programs are to be successful, teachers must be well prepared to accept new roles and responsibilities. To ensure that teachers support inclusive programs and are well prepared to meet student needs, high‐quality professional development programs are critical. This article provides a description of professional development programs that lead to the development of successful inclusive school programs. Initially, the authors argue that traditional “sit and get” professional development is often not effective. In contrast to this approach, if professional development is to result in significant changes in teachers’ classroom practices, these programs must be tailored to the individual needs of the local school and built into a school‐wide plan for school improvement. Finally, the authors contend that continuing professional development is required to maintain a successful inclusive school program.

Three Conceptions of Teacher Learning: Exploring the Relationship Between Knowledge and the Practice of Teaching

This is the first in a series of articles addressing conceptions of teacher learning, and the implications of these conceptions for improving the practice of teaching. This article provides descriptions of three perspectives on teacher learning: knowledge-for-practice, knowledge-in-practice, and knowledge-ofpractice (Cochran-Smith & Lytle, 1999). Examples of the application of each of these conceptions of teacher learning from the special education literature are provided. In subsequent articles, the implications of each of these perspectives are addressed relative to pre-service teacher education, professional development, research and the application of research to practice, and school change/improvement.

Comprehensive School Reform and Inclusive Schools

In spite of the emphasis in public policy and the professional literature on developing inclusive programs for students with disabilities over the past 30 years, surprisingly little progress has been made in this regard in school districts across the United States. One approach to change that is currently being used with some success in general education and that has shown promise for developing more inclusive schools is comprehensive school reform (CSR). This article provides a brief description of an approach to CSR that has been used to develop programs that support a diverse range of students, including students with disabilities in general education classrooms. Preliminary research on this approach to school change suggests that CSR has the potential to provide teachers and administrators with a framework to develop successful, sustainable inclusive programs. However, further research is needed to document the effectiveness of CSR across settings and with a range of outcome measures.

Giving Teachers a Voice: Teachers' Perspectives Regarding Elementary Inclusive School Programs (ISP).

Research addressing the attitudes, beliefs, and understandings regarding inclusion of teachers who currently teach in inclusive settings is notably lacking in the professional literature. This investigation addressed this topic, as 46 teacbers who were teaching in inclusive settings were interviewed regarding the academic achievement, social relationships, and classroom behavior of students with mild disabilities (learning disabilities, mild mental retardation, and emotional/behavior disorders) who were being educated in these settings. Results indicated that these teachers perceived that students were benefiting from placement in inclusive programs both academically and socially, especially when compared to former separate class placements. In addition, teachers stated that fewer students with disabilities manifested classroom behavior problems than they initially anticipated. The implications of these results for future research and practice are discussed.

Identifying Students with Learning Disabilities: The Effect of Implementing Statewide Guidelines

Methods for identifying students with learning disabilities continue to be an area of controversy. The present investigation examined the impact of implementing statewide guidelines for the identification of these students. Data were collected from multi-disciplinary team reports on 718 students with learning disabilities who were referred and labeled during the 1983-84 school year (before implementation of statewide learning disability guidelines) and 790 students who were identified during 1987-88 (after implementation of the guidelines). The results of the study revealed that the statewide guidelines significantly changed the characteristics of students who were identified. After the implementation of the guidelines, students with much more severe academic problems were identified. These students were much more likely to have a severe discrepancy and be chronically failing in the regular classroom. However, even with explicit, widely accepted guidelines, approximately one third of all students identified in 1987-88 failed to meet the stated criteria for identification. The implications of these findings for professional practice and future research are discussed.

The Effects of Training and Performance Feedback during Behavioral Consultation on General Education Middle School Teachers' Integrity to Functional Analysis Procedures.

This study describes the integrity with which 3 general education middle school teachers implemented functional analyses (FA) of appropriate behavior for students who typically engaged in disruption. A 4-step model consistent with behavioral consultation was used to support the assessment process. All analyses were conducted during ongoing classroom instruction. Training procedures based upon previous research (e.g., Iwata et al., 2000) were used to teach FA procedures; performance feedback was used during training and FA implementation to support procedural integrity. Results indicated that training and performance feedback increased integrity to FA procedures for 2 of the 3 teachers; 1 teacher understood the procedures after a second reading of the procedures. Two teachers sustained acceptable integrity throughout classroom implementation; 1 teacher demonstrated variable performance during classroom implementation. Implications for classroom-based behavioral assessment and the use of specific consultation procedures—training and performance feedback—in supporting FA in instructional environments are discussed.