Inclusion of students with disabilities (SWDs) is essential to improving their educational, social, and behavioral outcomes. However, the execution and maintenance of these practices relies on contextual variables at the local level. This study presents the results of a participatory action research project conducted in collaboration with a public elementary school investigating inclusive practices. The resulting case study included surveys of school staff and caregivers as well as interviews with special education teachers, related service providers, and administrators. Quantitative analyses identified significant philosophical discrepancies between participants, especially around inclusion of SWDs who exhibit challenging behavior. Qualitative data revealed strengths in special education team collaboration. The local organizational barriers identified are consistent with barriers found in the literature. Implications for research and practice are discussed.
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