The real work begins once all students are welcomed. Action research was conducted at two inclusive schools in which stakeholders (teachers, administrators, paraprofessionals, and families) used a modified self-assessment to provide quantitative and qualitative input on inclusive practices. Findings will be shared, in addition to implications for how this form of engagement might facilitate commitment to key shifts in settings working towards more inclusive approaches. By the end of this session, attendees will be able to: – Describe several Quality Indicators for inclusive education – Consider the findings of the current research and draw conclusions regarding how this research informs inclusive practices. – Recognize “inclusion” as an ongoing process, rather than a goal that is achieved once students are educated in the same physical setting. – Imagine how self-assessment tools might be used to mobilize stakeholders within their own schools and districts to make shifts towards more inclusive practices on schoolwide, classwide, and individual levels.
Amy Hanreddy, Shawna Draxton