The Sustainability of Inclusive School Reform
Item
Title
The Sustainability of Inclusive School Reform
Abstract/Description
For over a decade, University of Florida researchers worked with middle schools in a large urban and suburban south Florida district, as they developed and then worked to sustain inclusive reform. One middle school, Socrates, was notably successful, having built its inclusion model on a foundation of previous reform and a school culture characterized by shared decision making, collaboration, and teaming. For 4 years, we studied Socrates and the sustainability of its program. Inclusion was not sustained; our analysis of teacher and administrator interviews revealed three primary factors that help explain why: leadership change, teacher turnover, and state and district assessment policy change. Reduced support for the program, a by-product of the primary factors, also contributed to the lack of sustainability.
Author/creator
Date
In publication
Volume
72
Issue
3
Pages
317-331
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0014-4029
URL
Citation
Sindelar, P. T., Shearer, D. K., Yendol-Hoppey, D., & Liebert, T. W. (2006). The Sustainability of Inclusive School Reform. Exceptional Children, 72(3), 317–331. https://doi.org/10.1177/001440290607200304
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