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ERIC Number: EJ1022219
Record Type: Journal
Publication Date: 2014-May
Pages: 12
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-0022-4669
A Case Study of a Highly Effective, Inclusive Elementary School
McLeskey, James; Waldron, Nancy L.; Redd, Lacy
Journal of Special Education, v48 n1 p59-70 May 2014
Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in addressing the needs of all students. Evidence reveals that only a limited number of schools have been successful in meeting these sometimes competing demands for excellence and equity. This investigation addressed these issues by conducting a case study of a highly effective, inclusive elementary school. The results reveal several key practices that were important contributors to meeting the needs of all students in this school.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Florida Comprehensive Assessment Test