ERIC Number: ED465231
Record Type: RIE
Publication Date: 2001
Reference Count: N/A
Pathways to Inclusive Practices: Systems Oriented, Policy-Linked, and Research-Based Strategies That Work.
Salisbury, Christine; Strieker, Toni; Roach, Virginia; McGregor, Gail
This guidebook describes large scale change strategies to develop inclusive approaches to educational policy and practice at the state and district levels. The information was developed under the auspices of a 5-year federally funded project, "The Consortium on Inclusive Schooling Practices," which gathered and synthesized information about systemic change related to the incorporation of students with disabilities in general education systems. The project included in-depth work in three states over 4 years and also involved collaboration with individuals involved in systems change efforts focused on inclusive schooling practices in 18 other states. Individual sections of the guide focus on the following aspects: (1) an introduction to the defining elements of the approach; (2) developing inclusive philosophy, policies, structures, and practices; (3) capacity building; (4) approaching change systemically; (5) linking change to policy; (6) using general education as a context; and (7) pitfalls and difficult situations. A summarizing table lists the strategies and challenges addressed across key areas of the large-scale change framework. (DB)
Descriptors: Change Strategies, Disabilities, Educational Change, Educational Policy, Educational Practices, Elementary Secondary Education, Inclusive Schools, Research Utilization, Systems Approach, Theory Practice Relationship
Center for Marketing, Networking, and Utilization, Education Development Center, Inc., 55 Chapel Street, Newton, MA 02458. Tel: 617-969-7100, ext. 2105; Fax: 617-969-3440. For full text: http://www.edc.org/urban/ptip.pdf.
Publication Type: Guides - Non-Classroom; Reports - Descriptive
Education Level: N/A
Audience: Administrators; Parents; Practitioners
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: Consortium on Inclusive Schooling Practices, Alexandria, VA.; Erikson Inst. for Advanced Study in Child Development, Chicago, IL.