Abstract
The Professional Development School without Walls Partnership is a five-year project funded by the U.S. Office of Special Education Programs to develop and document ways in which universities and school districts can collaborate to improve practice in both teacher education and primary through secondary schools. To accomplish the goal of improving practice, the project has undertaken the study of how teachers and schools are providing quality inclusion services. These findings will then be integrated into the teacher education program at the University of South Florida.
We have conducted extensive observations (full days, two and three days per week for three to six weeks) in eight different classrooms/schools that represented differing organizational structures and served a variety of ages and types of students. The rule of saturation determined how long the observations lasted. These observations have been summarized and analysed to identify commonalities across settings, teachers and student groupings. We are addressing the following questions:
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