ABSTRACT
This chapter examines school reform in the instance of an inclusion initiative, Understanding Disability and Transforming Schools (hereafter, the Project). The Project was initiated by a large suburban school district1 in upstate New York that funded this author to develop a school-based partnership with the School of Education at the University of Richland (hereafter, SOEUR). One component of the research on the Project consisted of a qualitative study, directed by this author, to document the obstacles to its implementation. This research occurred over three years and included field notes, interviews, observations and document analysis that inform the episodes presented in this chapter. Due to the limitations of space, only a fraction of the research that was conducted will be considered in response to the question raised by the editors: how does inclusion affect students, educators, curricula and pedagogies in the context of a school of education? The question is explored by a close examination of the workings of privilege, entitlement, elitism and exclusion embedded in SOEUR.
