What are Emerging Trends and Future Directions in Effective Inclusive Elementary Schools for Students with Extensive Support Needs?

Authored by: Melinda Mitchiner , Amy McCart , Elizabeth Kozleski , Holly Sweeney , Wayne Sailor

Handbook of Effective Inclusive Schools

Print publication date:  May  2014
Online publication date:  May  2014

Print ISBN: 9780415626057
eBook ISBN: 9780203102930
Adobe ISBN: 9781136242434

10.4324/9780203102930.ch34

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Abstract

In this chapter, we examine emerging trends and future directions for effective, inclusive elementary schools within a comprehensive framework for schoolwide reform. We begin with a brief historical perspective which provides a look at phases of educational reform since the passing of PL 94–142 in 1975. Next, we consider the emergence of key educational practices required for the development of inclusive education, including the use of universal design for learning (UDL) strategies and multi-tiered systems of support with embedded response to intervention (MTSS/RTI) that includes schoolwide positive behavioral interventions and support (SWPBIS). We then elaborate and discuss a particular model of inclusive schoolwide reform which has been implemented in several of the lowest performing schools across the United States with promising results. Finally, as an example of a prominent emerging trend, we conclude with an examination of the proposed work of the new Office of Special Education (OSEP)-funded National Center on Schoolwide, Inclusive School Reform, called the Schoolwide Integrated Framework for Transformation (SWIFT) Center, awarded to the authors at the University of Kansas and operational as of October 15, 2012 to run for five years.

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