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This article highlights ways in which disability studies in education ( dse ) and professional development school ( pds ) partnerships can be used to provide students with disability labels more access to inclusive classrooms. The authors of this qualitative exploratory case study interviewed 16 teacher and administration  pds  steering committee members to better understand how students with disability labels could be supported through the development and implementation of  dse -informed inclusive practices. The findings indicate that instituting proactive communication structures, providing ongoing  dse -informed professional development to teachers, administration, and staff, and teachers taking inclusive action increased the number of students with disability labels accessing general education classrooms. These findings, while a work in progress, show how members of one  pds  steering committee took steps to resist deficit models of disability and questioned traditional segregated approaches to special education at their school.

Using Disability Studies in Education (dse) and Professional Development Schools (pds) to Implement Inclusive Practices