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Inclusive Schooling in St. Cloud

Perspectives on the Process and People

JENNIFER YORK-BARR, PhD, is an associate professor in the College of Education, and preservice training coordinator in the Institute on Community Integration, at the University of Minnesota. Her current program and research interests include collaboration among special and general educators and other educational personnel to create inclusive learning communities for students and for adults in schools. Address: Jennifer York-Barr, Educational Policy and Administration, University of Minnesota, 86 Pillsbury Dr. SE, Minneapolis, MN 55455.

TERRY SCHULTZ

TERRY SCHULTZ, PhD, is on the faculty in the Department of Educational Policy and Administration at the University of Minnesota. Her research interests focus on values-based leadership and school change.

MARY BETH DOYLE

MARY BETH DOYLE, PhD, is an assistant professor of special education at Trinity College of Vermont. Her interests focus on development of teachers for inclusive classrooms and effective institute of higher educatiodpublic school partnerships.

ROBI KRONBERG

ROB1 KRONBERG, MA, is a project coordinator in the Institute on Community Integration at the University of Minnesota and a doctoral candidate in the Department of Educational Policy and Administration. Her research interests center on teacher efficacy and its relationship to effective school change.

SANDY CROSSETT

SANDY CROSSET, PhD, is a school psychologist in the Osseo Public Schools, Minnesota.Her work focuses on creating instructional and other adaptations that promote inclusion of students with disabilities in general education. She is also involved in multicultural and diversity training across Minnesota.

THE PURPOSE OF THIS STUDY WAS TO BETTER UNDERSTAND HOW INCLUSIVE SCHOOLING FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES WAS INITIATED IN THE ST. CLOUD COMMUNITY SCHOOLS, MINNESOTA, SEVENTEEN INDIVIDUALS WERE INTERVIEWED. FINDINGS ALIGN WITH CURRENT SCHOOL RESTRUCTURING RESEARCH IN THAT (A) INDIVIDUAL PEOPLE WERE CENTRAL TO THE CHANGE PROCESS, (B) MEANING AND VALUES ARE OF GREATER IMPORTANCE THAN STRUCTURE, AND (C) ELEMENTS OF EFFECTIVE TEACHING EXTEND BEYOND COMPETENCIES AND BEHAVIORS TO PERSONAL CHARACTERISTICS AND ATTRIBUTES. IMPLICATIONS FOR RESEARCH, PRACTICE, AND PERSONNEL DEVELOPMENT ARE PROPOSED.

Remedial and Special Education, Vol. 17, No. 2, 92-105 (1996)
DOI: 10.1177/074193259601700205


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