Sponsor
Portland State University. Department of Educational Leadership and Policy
First Advisor
Chris Borgmeier
Term of Graduation
Fall 2021
Date of Publication
11-23-2021
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership: Special and Counselor Education
Department
Special Education
Language
English
Subjects
Inclusive education -- Oregon -- Case studies, Intellectual disability, Children with disabilities -- Education -- Oregon -- Case studies
DOI
10.15760/etd.7711
Physical Description
1 online resource (viii, 163 pages)
Abstract
The American education system systematically and persistently excludes students from the general education setting based on (dis)ability. Disproportionate segregation of students with Intellectual Disability (ID) is a form of prejudice that is acceptable today and allowable by current laws. Fully segregated education settings for students with ID are harmful to students with disabilities, to their neurotypical peers, and to civilized society as a whole. For many students with ID, ableist systems, deficit thinking, and special education rules allow for segregated placements to persist, impacting their pathway to accessing the general education curriculum.
Improving inclusive practices as a research-based practice for students with disabilities can lead to a decrease in segregated education, increase access to the general curriculum, and impact long-term outcomes for students with ID. This study examines the problem of segregated educational settings and how leaders in three Oregon school districts improve inclusive education by employing a multiple-case study. This study finds that aligned leadership, establishing a culture of inclusion, and intentional structures of support indirectly address ableism and influence the technical and adaptive shifts necessary to improve inclusive education for students with ID.
Rights
© 2021 Michael Eric Salitore
In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).
Persistent Identifier
https://archives.pdx.edu/ds/psu/39284
Recommended Citation
Salitore, Michael Eric, ""It's Not by Accident": Examining Leadership Efforts to Disrupt Oregon's Segregated K-12 Education System" (2021). Dissertations and Theses. Paper 5840.
https://doi.org/10.15760/etd.7711