Abstract
This case study of two schools examines how the process of inclusive education works for students with special needs and the extent to which special needs students and their teachers feel as though they are an integral part of school reform. At its heart, this exploratory study focuses on three central questions: Do the philosophy, process and practices of these school reform movements promote inclusion for all students? What is the impact of the schools' practices and principles on individual students? What conditions and contexts best promote inclusion, and which ones act as barriers to successful inclusion? The conceptual framework for addressing the inquiry questions utilizes the principles and values of these school reform movements. Specifically, the experiences of students with special needs are described in terms of Powerful Learning, Unity of Purpose, Empowerment with Responsibility, and Building on Strengths. Accelerated Schools throughout the US treat all students as if they are Gifted and Talented. Professional Development Schools are built on the principle that All Students Belong. These two school reform movements provide powerful exam of how changes in school organization, climate, curriculum and instructional strategies can build on the strengths of students, staff, and community to create optimal learning results for all students.
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