Effective Schoolwide Practices in Support of Students With Extensive Support Needs in an Inclusive Elementary School

Abstract

While federal law requires public schools to provide students with disabilities a free and appropriate public education in the least restrictive environment, students with extensive support needs are excluded from general education at alarming rates, raising concerns about equity of access to education. Purposeful school systems in which students’ needs can be met are critical to establish for schools working towards inclusion. The current study used qualitative case study methods to identify schoolwide practices contributing to the successful inclusion of students with extensive support needs in an urban elementary school. Eight interviews with school stakeholders – teachers, parents, a paraprofessional, and an administrator – were conducted. Results revealed formal collaboration structures were embedded within the school’s program, offering teachers and staff consistent opportunities to work together. Four school systems were also found to be critical for the school’s inclusion model, including the Multi-Tiered Systems of Support framework, instructional coaching practices, hiring, and scheduling. The study adds to the literature by detailing inclusive practices, intended to provide administrators with an example of how common systems are operationalized within an effective inclusion model. Future research to support the implementation of systems and practices is discussed.