PROMOTING INCLUSIVE SCHOOLING PRACTICES THROUGH PRACTITIONER DIRECTEDINQUIRY

This report describes findings from a federally funded research projec t on practitioner directed inquiry (PDI). First, the project is descri bed and details are provided about the use of PDI by 45 different prac titioners in five primary/elementary schools in two states. These prac titioners designed, implemented, and evaluated solutions to classroom and building-level issues affecting the inclusion of students with mil d to profound disabilities in general education classrooms. The link b etween data collection and decision making is explored, as are finding s related to student and practitioner outcomes. Evidence to support fi ndings is derived from observations, interviews, survey data, and prac titioner inquiry reports. Second, lessons learned by project staff abo ut promoting the adoption and use of practitioner directed inquiry are described The role of project staff in supporting the inquiry process is explored. Quotes from participants are used throughout the study t o illustrate key findings. Implications for future research and use of the approach are shared.