UCLA

Inclusion is not merely a placement; it is a human right. This qualitative study examined the organizational structures and systems that support the development and sustained implementation of inclusive practices within a large urban school district that has prioritized the transformation from a siloed approach to educating students with disabilities to an inclusive approach. The study also explored how successful implementation of inclusive practices is measured and professional habits and behaviors of teachers who are doing the work to build inclusive classrooms. The researcher conducted semi-structured interviews with eight classroom teachers and four district level administrators. In addition data from document analysis of annual Inclusion Action Plans submitted by the schools where the teachers interviewed were from was used to inform answers to the research questions. Once data were collected, the researcher transcribed the interviews and conducted three rounds of coding. Key findings show four elements of school culture and organization systems that support successful implementation of inclusive practice and a metric currently being used by a district to measure success. Further, the study identifies four professional habits and behaviors of teachers who believe in inclusion and are working to implement inclusive practices. This study suggests inclusion be a part of preservice teacher training for all teachers, including district internship programs, and that professional development around inclusion be context specific. It also recommends districts and schools examine the structural division between general and special education as a way to disrupt broken systems and provide better supports for all students.