What Works: Using Appreciative Inquiry to Examine Inclusion in Public Schools

The purpose of this paper is to describe a process for teachers, administrators, and families to examine existing structures that support inclusion in their schools and in their children's schools. This research study used Appreciative Inquiry to show how stakeholders can take a more active role to support education reform. History has proven that in order to support successful educational reforms, teachers, principals, and families must actively seek changes. In this paper I examined inclusion from the viewpoint of how stakeholders understand it, in the context of meaningful educational experiences and a sense of community for all students. The research questions addressed practices that teachers, administrators, and parents can refine and build on to include students with disabilities, as well as areas of challenge that may require schools to restructure their educational methods. Stakeholders participated in the first three phases of the Appreciative Inquiry process. This included appreciative interviews, data analysis, and generating a professional development action plan for the participating school district. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]