Home Articles Reader Opinion Editorial Book Reviews Discussion Writers Guide About TCRecord
transparent 13
Topics
Discussion
Announcements

Inclusive Reform as a Response to High-Stakes Pressure? Leading Toward Inclusion in the Age of Accountability


by George Theoharis, Julie Causton & Chelsea P. Tracy-Bronson — 2016

Students identified with disabilities are increasingly being educated with the assistance of support services within heterogeneous (i.e., general education) classrooms (United States Department of Education, 2011). Yet, in this era of high stakes accountability, students are labeled, sorted, and differentially treated according to their academic achievement as reflected on standardized tests. We engaged in a project to better understand how educators grapple with these externally imposed pressures as they work to change the organizational structure of their schools to be able to implement greater inclusion of their students served by special education. We spent four years in two elementary schools engaged in inclusive school reform (shifting from exclusionary model to an inclusive one) specifically as a response to the pressures of test-based accountability mandates. Our work was guided by the following questions. In this era of high-stakes testing accountability:
  • What does school-wide inclusive reform for students with disabilities involve?
  • What kinds of changes can result from inclusive reform?
  • What role does leadership play in inclusive reform?
The article focuses on what inclusive reform involved, the resulting changes, and the role distributed leadership played in moving toward more inclusive service in the age of high-stakes accountability.


To view the full-text for this article you must be signed-in with the appropropriate membership. Please review your options below:

Sign-in
Email:
Password:
Store a cookie on my computer that will allow me to skip this sign-in in the future.
Send me my password -- I can't remember it
 
Purchase this Article
Purchase Inclusive Reform as a Response to High-Stakes Pressure? Leading Toward Inclusion in the Age of Accountability
Individual-Resource passes allow you to purchase access to resources one resource at a time. There are no recurring fees.
$12
Become a Member
Online Access
With this membership you receive online access to all of TCRecord's content. The introductory rate of $25 is available for a limited time.
$25
Print and Online Access
With this membership you receive the print journal and free online access to all of TCRecord's content.
$210


Cite This Article as: Teachers College Record Volume 118 Number 14, 2016, p. 1-30
http://www.tcrecord.org ID Number: 21547, Date Accessed: 8/17/2017 9:22:38 PM

Purchase Reprint Rights for this article or review
Article Tools
Related Articles

Related Discussion
 
Post a Comment | Read All

About the Author
  • George Theoharis
    Syracuse University
    E-mail Author
    GEORGE THEOHARIS is Professor and Department Chair at Syracuse University. He has extensive experience in public education as a principal and teacher. His research focuses on issues of leadership, equity, diversity, and inclusion. His books, titled The School Leaders Our Children Deserve, Leadership for Increasingly Diverse Schools, and The Principal’s Handbook for Leading Inclusive Schools, focus on the intersections of leadership and equity.
  • Julie Causton
    Syracuse University
    E-mail Author
    JULIE CAUSTON is Professor and Program Coordinator of the Inclusive and Special Education Program in the Department of Teaching and Leadership at Syracuse University. Her research and writing focus on the best practices in inclusive education that promote belonging in schools. Particular areas of expertise include school reform, inclusive teacher training, collaboration, humanistic behavioral supports, lesson planning, and providing invisible adult supports. Recent publications include The Educator’s Handbook for Inclusive School Practices, The Principal’s Handbook for Leading Inclusive Schools, and The Paraprofessional’s Handbook of Inclusive Education.
  • Chelsea Tracy-Bronson
    Stockton University
    E-mail Author
    CHELSEA P. TRACY-BRONSON is an Assistant Professor in the Special Education graduate program at Stockton University, where she teaches courses on inclusive special education. She works with districts and schools to redesign services to create inclusive special education and related service provision. Her published works include The Educator’s Handbook for Inclusive School Practices and an article in The International Journal of Whole Schooling.
Member Center
In Print
This Month's Issue

Submit
EMAIL

Twitter

RSS