ABSTRACT
In this chapter, we examine emerging trends and future directions for effective, inclusive elementary schools within a comprehensive framework for schoolwide reform. We begin with a brief historical perspective which provides a look at phases of educational reform since the passing of PL 94–142 in 1975. Next, we consider the emergence of key educational practices required for the development of inclusive education, including the use of universal design for learning (UDL) strategies and multi-tiered systems of support with embedded response to intervention (MTSS/RTI) that includes schoolwide positive behavioral interventions and support (SWPBIS). We then elaborate and discuss a particular model of inclusive schoolwide reform which has been implemented in several of the lowest performing schools across the United States with promising results. Finally, as an example of a prominent emerging trend, we conclude with an examination of the proposed work of the new Office of Special Education (OSEP)-funded National Center on Schoolwide, Inclusive School Reform, called the Schoolwide Integrated Framework for Transformation (SWIFT) Center, awarded to the authors at the University of Kansas and operational as of October 15, 2012 to run for five years.
