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Exploring the Landscape of Inclusion: Profiles of Inclusive versus Segregated School Districts in the United States
Marks, Susan U Kurth, Jennifer A. Bartz, Jody M
Marks, Susan U
Kurth, Jennifer A.
Bartz, Jody M
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Abstract
Although inclusive education has been increasing in frequency for students with disabilities in the
United States, for many students, the opportunity to be educated with their peers without disabilities
continues to be out of reach despite decades of efforts by those promoting the vision of inclusion. This
exploratory case study used interviews with administrators, teachers, and parents representing inclusive
and segregated school districts in one state to explore potential reasons for differences in districts that
had high percentages of students with disabilities in inclusive versus segregated educational settings.
The importance of administrative leadership and parent selective mobility were found to influence the
extent to which a district implemented inclusive versus segregated placements for students with
disabilities.
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2014
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Marks, S. U., Kurth, J. A., & Pirtle, J. (2014). Exploring the landscape of inclusion: Profiles of inclusive vs. segregated districts. The Journal of the International Association of Special Education 15, 74-84