THE PURPOSE OF THIS STUDY WAS TO BETTER UNDERSTAND HOW INCLUSIVE SCHOOLING FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES WAS INITIATED IN THE ST. CLOUD COMMUNITY SCHOOLS, MINNESOTA, SEVENTEEN INDIVIDUALS WERE INTERVIEWED. FINDINGS ALIGN WITH CURRENT SCHOOL RESTRUCTURING RESEARCH IN THAT (A) INDIVIDUAL PEOPLE WERE CENTRAL TO THE CHANGE PROCESS, (B) MEANING AND VALUES ARE OF GREATER IMPORTANCE THAN STRUCTURE, AND (C) ELEMENTS OF EFFECTIVE TEACHING EXTEND BEYOND COMPETENCIES AND BEHAVIORS TO PERSONAL CHARACTERISTICS AND ATTRIBUTES. IMPLICATIONS FOR RESEARCH, PRACTICE, AND PERSONNEL DEVELOPMENT ARE PROPOSED.
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