Article
Necessary First Steps: Using Professional Development Schools to Increase the Number of Students With Disability Labels Accessing Inclusive Classrooms
School-University Partnerships
(2020)
Abstract
This article shows how one school in the Northeastern United States used professional
development school-university relationships to create inclusive education practices to better support
students with disability labels transitioning out of self-contained classrooms and into inclusive classrooms.
Through this article, I address a dearth of PDS research on inclusive education by infusing a disability
studies in education (DSE) lens into the small body of inclusive education PDS literature that exists.
Specifically, I attempt to highlight the foundational actions a PDS steering committee took to
systematically and proactively support students with disability labels inclusively.
Keywords
- Professional Development Schools,
- inclusive education,
- disability studies in education
Disciplines
Publication Date
June, 2020
Citation Information
Brent C. Elder. "Necessary First Steps: Using Professional Development Schools to Increase the Number of Students With Disability Labels Accessing Inclusive Classrooms" School-University Partnerships Vol. 13 Iss. 1 (2020) p. 32 - 43 Available at: http://works.bepress.com/brent-elder/22/