Inclusive Education Practices Research Brief

Purpose of the Research

• Meaningful inclusion of students with disabilities in general education enhances academic and social outcomes for all students.
• The study investigates the relationship between SWIFT-Fidelity of Implementation Tool (SWIFT-FIT) items and inclusive education environments for students with IEPs.
• Improved SWIFT-FIT scores correlate with increased engagement of students with IEPs in general education settings.

Methodology Overview

• Data analyzed from 54 schools across 17 districts in 5 states during the school years 2013-2016.
• The dependent variable: proportion of students with IEPs spending 80% or more instructional time in general education.
• Used mixed-effect repeated measure modeling to identify effects of SWIFT-FIT items on inclusive education.

Key Results

• A total of 26 out of 51 SWIFT-FIT items showed a positive association with inclusive education environments.
• Eight high-leverage practices indicated a coefficient value above 0.02, representing their significant impact on inclusion rates.
• For each 1-point increase in the SWIFT-FIT item score, the predicted percentage of students included in general education settings increases.

Highest Leverage Practices for Improving Inclusive Education

• Responsibilities of paraeducators are designed to support inclusive education in grade-level classrooms (Coefficient: 0.039).
• Use of research-based universal core math curricula with fidelity (Coefficient: 0.034).
• Implementation of the Universal Design for Learning framework to enhance engagement and representation (Coefficient: 0.034).
• Leadership teams promote open communication and idea exchange among all school community members (Coefficient: 0.033).
• Educators collaborate to monitor student progress and plan behavioral interventions (Coefficient: 0.030).
• Local education agencies create plans linking initiatives to prevent silos and duplication of efforts (Coefficient: 0.029).
• Ensure all students, including those with IEPs, engage in grade-level curriculum alongside peers (Coefficient: 0.028).
• Leadership teams support comprehensive focus on transforming teaching and learning systems, inclusive of family involvement (Coefficient: 0.024).

Conclusion

• Schools aiming to boost participation of students with IEPs in general education should prioritize implementing the identified high-leverage practices.

This research brief discusses the importance of high leverage practices in creating inclusive educational environments for students with IEPs. It highlights how meaningful inclusion in general education classrooms positively affects academic and social outcomes for all students. Insights from recent studies underscore the need for effective strategies to support these practices.