Transitioning to and Sustaining District-Wide Inclusive Services: A 7-Year Study of a District's Ongoing Journey and its Accompanying Complexities

Abstract

This case study describes the journey of one school district as it focused for 5 years on affecting district-wide systemic change related to inclusive education for all students with disabilities, including those with severe disabilities. Information is provided about the district's efforts across 5 years, and data are provided across those 5 and 2 years of follow-up. Data indicate that the systemic change efforts at multiple levels (i.e., district, school, education team) and across constituencies (e.g., parents, district and school administrators, instructional and support personnel) have resulted in changes in placement for students with disabilities, emphasizing both placement in their neighborhood schools or schools of choice and access to general education settings. In addition, these changes occurred in a climate of high-stakes assessment, with the state department of education initiating a practice of publicly grading both schools and districts based on the performance of students on state assessments. Although the district is still engaged in change efforts, the study describes lessons learned and provides recommendations for other school districts attempting such change efforts. The data reflected in this analysis, however, convince the district that change is occurring, that change is spreading across the district, and that change is sustainable in spite of changes in district leadership and key personnel.