A Case Study Examining One School's Trek Towards More Inclusive Practice

K. Alisa Lowrey (University of Southern Mississippi, USA), Kathy Howery (University of Alberta, Canada), and Leonard Troughton (University of Southern Mississippi, USA)
Copyright: © 2024 |Pages: 106
EISBN13: 9798369388945|DOI: 10.4018/978-1-6684-4750-5.ch004
OnDemand PDF Download:
$33.75
List Price: $37.50
OnDemand PDF Download
Download link provided immediately after order completion
$33.75
List Price: $37.50
Current Promotions:
Save 10% On Books & Chapters*

Abstract

The purpose of this chapter is to discuss an in-depth case study involving one school's mission to increase inclusive practices through the utilization of Universal Design for Learning paired with evidence-based practices. Specifically, a K-9 private school in Canada approached a research team about utilizing a measurement tool to measure the inclusion of students with autism spectrum disorders in inclusive classrooms. After much discussion, the researchers and team agreed upon a year-long course of action to improve services for all students within the school, including those with ASD. A course of intervention was outlined that included pieces such as a needs assessment, training coaches, multiple observation assessments, intermittent coaching, and scheduled professional development. The purpose of this chapter will be to discuss the overall plan designed as well as lessons learned along the way.
InfoSci-OnDemand Powered Search