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Abstract

This report describes findings from a federally funded research project on practitioner directed inquiry (PDI). First, the project is described and details are provided about the use of PDI by 45 different practitioners in five primary/elementary schools in two states. These practitioners designed, implemented, and evaluated solutions to classroom and building-level issues affecting the inclusion of students with mild to profound disabilities in general education classrooms. The link between data collection and decision making is explored, as are findings related to student and practitioner outcomes. Evidence to support findings is derived from observations, interviews, survey data, and practitioner inquiry reports. Second, lessons learned by project staff about promoting the adoption and use of practitioner directed inquiry are described. The role of project staff in supporting the inquiry process is explored. Quotes from participants are used throughout the study to illustrate key findings. Implications for future research and use of the approach are shared.

Keywords

PDI inclusive schooling practices

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Promoting Inclusive Schooling Practices through Practitioner Directed Inquiry

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References