Emily Glanville 31557512

Summary 1, Article 8: McLeskey, J., Waldron, N., & Redd, L. (2012). A Case Study of a
Highly Effective, Inclusive Elementary School. The Journal Of Special Education, 48(1), 5970. doi:10.1177/0022466912440455
Summary of main points:
In America, since 1975, federal law has mandated that students with disabilities be educated
in the least restrictive environment. This has been developed to be in favour of educating
students with disabilities in the general education classroom. The article suggests there is not
much evidence to suggest that many schools have been successful in managing to achieve
excellent outcomes for students in highly inclusive settings. Schools that have successfully
achieved this shared several common characteristics. A) schools were welcoming and
supportive of all students, b) educating students with disabilities was accepted by teachers as
part of their typical activities, c) schools emphasised raising the achievement levels of all
students, d) tracking systems were used to monitor individual student progress, e)
instructional practices were recognisably good across classrooms, f) appropriate levels of
resources were used efficiently and effectively and g) resources were used flexibly to support
student needs. In successful schools, many teachers were also highly qualified in their field
and had advanced degrees in education. The article highlights several main themes that
emerged from the case studies: meeting the needs of all students, providing high quality
instruction, immersing teachers in professional development opportunities, efficient admin
and organisational features, and shared decision making. The article makes use of the term
warm demanders to describe teachers who provided excellent education in inclusive
settings. This suggests that the teacher is caring and approachable but maintains high
expectations for all students.
How this article influences my thinking about inclusive education practice:
I personally support the emphasis on empathy, high expectations, support and positive/useful
instructional practices. The point made about the successful schools employing highly
qualified teachers is something I find important. I have observed classes where the teacher is
instructing students in a subject they themselves are not confident in. I think this can be
ineffective, in some cases. Having teachers who are confident with content, and well trained
in inclusive education practices, would improve the classroom environment for all students
and allow for better progress.
Questions the reading raised:
Like with other research I have read regarding inclusive education, it appears that funding
and resources have much to do with how well a school can cater for inclusivity. I feel that
Australian education is severely lacking in these areas and it is difficult to see what the
solution could be. I think that with class sizes as big as they currently are in many schools,
teachers are spread too thin to cater for all students.