Comprehensive School Reform and Inclusive Schools
Bibliographic Data
| ID | 4838795 |
|---|---|
| Authors | James Mcleskey (0000-0001-8206-0979, University of Florida), Nancy L Waldron |
| Year | 2006 |
| Volume | 45 |
| Issue | 3 |
| Pages | 269-278 |
| Publication date | 2006-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4503_9 |
| OpenAlex | W1967532024 |
| Language | EN |
| Citations received | 6 |
| References cited | 26 |
In spite of the emphasis in public policy and the professional literature on developing inclusive programs for students with disabilities over the past 30 years, surprisingly little progress has been made in this regard in school districts across the United States. One approach to change that is currently being used with some success in general education and that has shown promise for developing more inclusive schools is comprehensive school reform (CSR). This article provides a brief description of an approach to CSR that has been used to develop programs that support a diverse range of students, including students with disabilities in general education classrooms. Preliminary research on this approach to school change suggests that CSR has the potential to provide teachers and administrators with a framework to develop successful, sustainable inclusive programs. However, further research is needed to document the effectiveness of CSR across settings and with a range of outcome measures
Inclusion (mineral · Mathematics education · Pedagogy · Political science · Public relations · Social science · Sociology · Special education · Collaborative Teaching and Inclusion · Disability Education and Employment · Pasture and Agricultural Systems · Psychology
Academic achievement of students without special educational needs in inclusive classrooms
Measuring social support perceived by inclusive education teachers in China
Teachers’ Immediacy Behaviors and Academic Achievement
Perceptions and experiences of inclusive education among parents of children with disabilities in Lagos, Nigeria
Organizing for Meaningful Inclusion
ALL Kids Can Be Readers
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,5 |
| Citation span | 2014 - 2023 (10) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 6 |