RESEARCH
Study explores ways to support meaningful inclusion
By Elizabeth Foster
Categories: Learning designs, Reaching all students, Research, Standards for Professional LearningAugust 2020
Vol. 41, No. 4
Learning Forward has hosted a series of webinars focused on teaching and learning during the COVID-19 realities of school building closures and remote classes. Throughout the series, no matter what the topic, participants have asked presenters how they are addressing the needs of students with disabilities and special needs. This repeated question about services and inclusion has been partly about how schools and districts are moving their in-school practices to an online or remote environment. However, the consistent nature of the question also raises the issue of which structures and practices intended to support students with disabilities are successful and which are not. A recent small qualitative study looks into this question and offers some insights and implications for professional learning. In an effort to
Read the remaining content with membership access. Join or log in below to continue.
Sed ut perspiciatis unde omnis iste natus error sit voluptatem accusantium doloremque laudantium, totam rem aperiam, eaque ipsa quae ab illo inventore veritatis et quasi architecto beatae vitae dicta sunt explicabo. Nemo enim ipsam voluptatem quia voluptas sit aspernatur aut odit aut fugit, sed quia consequuntur magni dolores eos qui ratione voluptatem sequi nesciunt. Neque porro quisquam est, qui dolorem ipsum quia dolor sit amet, consectetur, adipisci velit, sed quia non numquam eius modi tempora incidunt ut labore et dolore magnam aliquam quaerat voluptatem.
The Study
Stelitano, L., Russell, J.L., & Bray, L.E. (2020). Organizing for meaningful inclusion: Exploring the routines that shape student supports in secondary schools. American Educational Research Journal, 57(2), 535-575. doi.org/10.3102/0002831219859307
References
NCES. (2020, May). The condition of education: Students with disabilities. Author. nces.ed.gov/programs/coe/indicator_cgg.asp
Elizabeth Foster is the senior vice president of research and strategy at Learning Forward. She leads the organization’s research efforts for partnerships, programs, and fundraising. Elizabeth co-wrote the Standards for Professional Learning (2022) with Tracy Crow and now facilitates learning sessions about the standards and develops resources that support their use and implementation.
Categories: Learning designs, Reaching all students, Research, Standards for Professional Learning
CURRENT ISSUE
Recent Issues
APPLYING THE SCIENCE OF LEARNING
April 2026
Cognitive science illuminates how people learn. This issue shows how...
LEARNING WITH AI
February 2026
Generative AI can be a powerful tool for professional learning design and...
WHAT STUDENTS NEED NOW
December 2025
For all students to thrive, we need to understand who they are and what...
LEARNING COMMUNITIES FOR LEADERS
October 2025
Leaders need opportunities to connect, learn, and grow with peers just as...
