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The current school structures don’t change because the organization believes they already have what they need.

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Students are being put in classes/programs that are not appropriate for their disability category or academic levels. Schools have to increase special education class sizes to accommodate these extra students. More money is being spent on supplies, academic curricula, teacher training, etc. to try to prepare for these students. In some cases the money isn’t being spent and teachers are simply unqualified to take on these different students and their classrooms/programs are not set up to accommodate them

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Current structure- base school placement

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Current structure- base school placement

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Other schools may have one or two classrooms if they have enough kids that require a certain setting. For example an elementary school has two enhanced autism classrooms- K-2 and 3-6 because their student body presented the need for that type of self-contained classroom and continues to require that. This is good in theory because kids can stay in their base schools. However, teachers become frustrated because they have no support, lack of resources, and administration and other teachers often don’t understand their classroom or the students. In addition, if there are not enough students to create an entire classroom (for example one student who has severe behaviors) then they are put into either a less restrictive environment without appropriate supports or put in a more restrictive environment (not LRE).

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In the K-12 schools, the county is pushing to have all students attend their base schools even if those schools don’t have the services or programs that the student needs.

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Behavior of these students is getting worse because their academic and behavior needs are not able to be met. Teacher behavior is also changing because of frustration.

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Beliefs and assumptions of the organization 

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Beliefs and assumptions of the organization 

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It is clear that the organization believes in inclusion .
They're assuming:
- inclusion means everyone goes to their base schools
- schools have the resources to support students of varying disabilities and levels
- teachers are trained to work with students of varying disabilities and levels
-  schools have programs that are similar and can be easily changed or adapted to meet the needs of students
- the physical structure of the school is accessible and practical for varying students

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The push to keep everyone at their base school is coming from the idea and push for inclusion. The consequences are happening because the structure of the schools have not changed in order to successfully do this. Parents have a big say and are fighting for their kids with special needs to be included so it’s possible that this is influencing county decisions.

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teacher turnover/ burnout

more legal advocates and actions from parents against school

lower test scores

increase in problem behaviors

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Hypothesis: If schools support the center model while providing inclusive opportunities parents will be satisfied, teachers will feel supported and will have an opportunity to be successful, and students will improve academically, socially, and behaviorally.

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The current structure of the school system is that some schools have “centers” or “areas of expertise” where they have a grouping of classrooms within the school that focus on a certain disability area. For example our high school is a “vision center”. The students are part of the vision department but push into general education or other special education classes based on their needs. Since we’re a vision center, we receive students from other high schools who require a certain level of vision assistance.  The perks of this are that the teachers have a group of peers teaching similar classes so they can work together and bounce ideas back and forth, students and teachers have access to more resources since it’s all centralized, the general education student body becomes more aware and accepting of these students since they are familiar with having them in their school. Some of the problems with this are that students are bussed from farther away in the county and sometimes have rides over an hour to and from school, they are not in their base school which means they may be separated from friends, peers, or siblings, and some people view this model as more restrictive and not inclusive.