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 w ere gathered over a period of 30 months and included observational fie ld notes, interviews, shared anecdotes from teaching staff, and an ana lysis of school publications and products. Multiple methods of triangu lation were employed to validate the data collection process and our f indings. Descriptive themes emerged from the data that characterize th e nature and evolution of this school's reform toward a more inclusive context. These themes are discussed and implications for future resea rch are presented.