District Partnership Approach to Inclusion: A Qualitative Evaluation of Impact.Reportar como inadecuado




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This monograph reports on a qualitative evaluation of the Together We're Better (TWB) program, an effort in Minnesota to develop an inclusive, positive, supportive educational system. The TWB project focused on: (1) general education/special education collaboration within the state department of education; (2) district partnerships; (3) personnel preparation/development; (4) staff development training; and (5) family leadership. The qualitative evaluation examined the impact of the program in four school district partners using project processing notes, direct impact data, and survey results. Evaluation focused on awareness, climate, skills, practice, and policy. Specific impacts in each of these areas were found, including: initial focus on the mechanics of change and gradual expansion to the community (for awareness); decreased compartmentalization and increased acceptance and positiveness (for climate); systems change skills attained by team members and classroom level skills (for skills); school and classroom organization and family and community involvement (for practice); and incorporation of collaborative planning time into the school day (for policy). Among eight appendices are the proposal rating form, one school district's statement of values and vision, sample process notes, survey results, and results of a student focus group. (Contains 19 references.) (DB)

Descriptors: Change Strategies, Cooperative Programs, Disabilities, Educational Change, Elementary Secondary Education, Evaluation Methods, Family Involvement, Inclusive Schools, Inservice Teacher Education, Mainstreaming, Program Evaluation, Qualitative Research, Regular and Special Education Relationship, School Districts, Surveys

Publications Office, Institute on Community Integration, University of Minnesota, 109 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-4512; Web site: (available in alternative formats).









Autor: Thurlow, Martha; Vandercook, Terri; Kraljic, Mary McDevitt; Medwetz, Laura; Nelson, Marilyn; Sauer, John; Walz, Lynn

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=7686&id=ED434423







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