Learning Forward
Equity and excellence in teaching and learning.
RESEARCH
Study explores ways to support meaningful inclusion
By Elizabeth Foster
Categories: Equity, Learning designs, Research, Standards for Professional LearningAugust 2020
Vol. 41, No. 4
Learning Forward has hosted a series of webinars focused on teaching and learning during the COVID-19 realities of school building closures and remote classes. Throughout the series, no matter what the topic, participants have asked presenters how they are addressing the needs of students with disabilities and special needs. This repeated question about services and inclusion has been partly about how schools and districts are moving their in-school practices to an online or remote environment. However, the consistent nature of the question also raises the issue of which structures and practices intended to support students with disabilities are successful and which are not. A recent small qualitative study looks into this question and offers some insights and implications for professional learning. In an effort to
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The Study
Stelitano, L., Russell, J.L., & Bray, L.E. (2020). Organizing for meaningful inclusion: Exploring the routines that shape student supports in secondary schools. American Educational Research Journal, 57(2), 535-575. doi.org/10.3102/0002831219859307
References
NCES. (2020, May). The condition of education: Students with disabilities. Author. nces.ed.gov/programs/coe/indicator_cgg.asp
Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.
Categories: Equity, Learning designs, Research, Standards for Professional Learning
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