The goals of this study were to discover what inclusion looked like and what meaning inclusion had for participants when it was implemented as part of a district and university restructuring initiative. Participant observation and interviews at the school, district, and university were employed. Results did not indicate any movement of special education students to general education. However, participants at the school called their efforts "inclusion." Two themes best explained this failure to understand and implement inclusion: culture of segregation and leadership. Findings are discussed in terms of applicability to other inclusion and school reform efforts.
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