Whole-School Inclusive Reform: "It's What's Best for Kids”

TL;DRAbstract

This qualitative case study investigates a school and university inclusive reform project, called the All Means All Project, and how it is understood and experienced by teachers and administrators at Kennedy School, a K-8 school in the northeast United States. The All Means All Project began when two university professors called into question the practice of placing students with disabilities in segregated special classrooms. Their goal was to create a collaborative, multi-dimensional approach to providing all students with access to rigorous academic instruction and promoting a sense of belonging through students' full-time membership in general education classrooms. This reform was an immense undertaking because it required stakeholders to question their established policies and practices, engage in targeted professional development, and restructure the school's staff and students in order to close two self-contained special education classrooms. With the support of the district supe

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