 Solving the Puzzle: Step by Step for Inclusive Schools
A Study by Stetson & Associates*
Study Background
The Brandywine School District in Delaware and Special Needs PTA enlisted the support of Stetson and Associates, an educational consulting firm based in Texas, to conduct a study evaluating how special education is addressed in the school district. The April 2006 evaluation analyzed the following three areas: life skills, staffing study, and quality indicators. These items were used to help determine how the school district can increase the success of its disabled students and narrow or eliminate the achievement gap between disabled and non-disabled students. “Responsible” inclusion is a big aspect of the achievement gap and is something that is not just a problem in Delaware, but is occurring throughout the country. In this study, the Brandywine School District is trying to find ways to turn the two systems—one of special education and the other of regular education—into one.
Study Design and Evaluation
The study aimed to find out about the level of awareness and understanding of parent/district trust and communication, the Individualized Education Plan (IEP) process, instructional practices, staffing issues, professional development, and Least Restrictive Environment/Inclusion. Measurement tools include the following:
- Twenty-two focus group sessions for multiple stakeholders, including staff, parents of students with disabilities, and high school students with disabilities.
- One parent forum held at the administration building for interested parents.
- Surveys of parent perceptions of district services for students with disabilities.
- Surveys of faculty members’ perceptions of services being provided to disabled students.
- Structured interviews and classroom observations on each campus.
- Structured interviews with key central office personnel.
- Review of eight comparable district statistics and other information.
Guiding Principles and Recommendations
The “report was guided by the conviction that equity in service delivery is a necessary
precondition for excellence within a school district.” Based on its findings, Stetson and Associates made 73 recommendations that the school district plans to integrate into its strategic plan, a joint effort between the PTA and school board. Recommendations are grouped under such themes as a common vision, student-centered decision-making processes, instructional excellence for all students, staffing models supporting student success, a collegial atmosphere with a focus on effective collaboration, and respective and productive parent-school partnerships.
Stetson recommends that parents be involved in helping the school district review the results of the study and in the development of planning. Furthermore, on-going training for parents, teachers, and administrators is important for improving team-building skills and IEP meeting collaboration among parents and schools as well as learning about cutting-edge issues as they pertain to the inclusive movement. Stetson and Associates conducted Solving the Puzzle: Step by Step for Inclusive Schools, aseries of trainings during fall 2006, to provide the necessary skills and tools for building a common vocabulary around successful inclusive education practices.
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