English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Over the past forty years, schools across the United States have become more inclusive for students with disabilities.  However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their non-disabled peers.  This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years.  The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change.  The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs.  This article provides a case description of a district’s special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district’s policies. The findings inform next-generation policy initiatives and future lines of inquiry.

Addressing the inclusion imperative: an urban school district’s responses