ON THE NATURE AND CHANGE OF AN INCLUSIVE ELEMENTARY-SCHOOL

Qualitative research methods were used to conduct an in-depth study of an inclusive elementary school with the intent of characterizing its context and practices. It was reasoned that such detail would provide valuable insights for those involved in systems change efforts. Data were gathered over a period of 30 months and included observational field notes, interviews, shared anecdotes from teaching staff, and an analysis of school publications and products. Multiple methods of triangulation were employed to validate the data collection process and our findings. Descriptive themes emerged from the data that characterize the nature and evolution of this school's reform toward a more inclusive context. These themes are discussed and implications for future research are presented.