A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
THE RAMIFICATIONS OF INCLUSION: THE STORY OF ONE SCHOOL DISTRICT
Basil E. Bly, Ed. D.
March 2000

RETURN
edited 01/21/01

 


ABSTRACT

This qualitative descriptive case study seeks to acquire a perspective on the special education tenant of least restrictive environment (LRE), formerly known as mainstreaming, and most recently recognized as inclusion. The implementation of this legal provision merits investigation because of recent litigation that has radically changed where, when, and how students with disabilities are to be educated. Moreover, its impact has far reaching implications for, and potential affect on, regular education students as well.

Some view inclusion as a slow moving, long anticipated evolution of rights for the handicapped while others see it as an untimelv revolution that was thrust upon an unsuspecting public school community very suddenly. Both points of view have justification and merit - both raise questions that are still being vigorously debated. The literature review endeavors to provide a balanced account of the historical genesis, pedagogical efficacy, and general practicality of inclusion.

The major question this study seeks to answer is how did the school district stakeholders and powerholders (district staff and patrons) as a whole perceive the impact of inclusionary practice and related mandates. Related questions include the following:
1. What is the stakeholders' response to the implementation of inclusion?
2. What issues, concerns, and reactions do stakeholders have to inclusion?
3. What policies, practices, and procedures were used to implement inclusion?
4 What do stakeholders perceive as the impact of inclusion on the school community?
5. What are the implications for change regarding policy, practice, and procedures?

The study is significant because of its implications for determining the impact of inclusion as both an exemplary practice and a mandated policy. The sample for this study is taken from a population that is predominantly white and middle class having a 12% incidence of students with disabilities. Purposeful criterion-based sampling to include maximum variation, typical case, and focus groups was used as a nonprobability technique to identify participants in this study. The subjects for the study consist of purposefully selected, parents, teachers, support staff, administrators, and students enrolled in grade five, six and seven at middle school under study. A combined total of 51 respondents provided the data for the findings as elicited by focus groups and individual interviews. Responses were recorded by research question, role response, and data collection method i.e. individual interview or focus group. A general analysis of similarities and differences between cohorts was provided.

Underlying themes of the study were derived from coding procedures that identified discrete events (subcategories) and conceptual labels (categories). The underlying themes that emerged through this process included instructional challenges, systemic stability, affective domain, governance, and successes. The Personal Reflections section of the study provided summative con- tmentary on each of the themes. Recommendations were then based on this summative commentary.

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