All Means All: Connecting Federal Education Policy and Local Implementation Practice Through Evidence and Equity
Abstract
This article discusses equity-based inclusive education and federal policy drivers that can be used to make positive sustainable change in state, district, and local practice to improve the academic, social, and behavioral outcomes for all students including students with extensive support needs and those with labels of intellectual and developmental disabilities. Educational policies addressed include the Elementary and Secondary Education Act (ESEA), Individuals with Disability Education Act (IDEA), Every Student Succeeds Act (ESSA), and civil rights legislation such as the Americans with Disabilities Act (ADA). The policy domain feature of the Schoolwide Integrated Framework for Transformation (SWIFT) model is examined regarding how it was implemented in districts and schools, working toward the goal of providing an equity-based inclusive education for all students. Translating federal education policy into state, district, and local practice requires leadership and political courage to align federal, state, and district policy with the vision and values of equity-based, inclusive education.
Publication Date
3-1-2018
Journal Title
Inclusion
Publisher
American Association on Intellectual and Developmental Disabilities (AAIDD)
Digital Object Identifier (DOI)
Document Type
Article
Recommended Citation
Schuh, M.C., Knackstedt, K.M., Cornett, J., Choi, J.H., Pollitt, D.T. & Satter, A.L. (2018). All Means All: Connecting Federal Education Policy and Local Implementation Practice Through Evidence and Equity. Inclusion, 6, 45-59. Doi.org/10.1352/2326- 6988-6.1.45
Rights
©AAIDD