Thesis

Retrospective analysis of a data-driven systems change for inclusive education

This study was a reflective analysis of a data driven system change for inclusion. The study's overall purpose was to determine if the change that was gradually and systematically implemented over a period of four years, was successful. It utilized school wide, anonymous teacher surveys, which were gathered over the four year period, along with individual face-to-face interviews of five elementary school teachers which were conducted in the fourth year. All participants were encouraged to be open and honest in their answers in order to determine if the program was truly working for our students. Surveys were quantified to determine rate of success according to the Likert scale of 1-5. Comments were then compiled and examined to identify common themes present throughout all interviews. Common themes were: what is working, what is not working, and level of success. Key Words: Inclusive education, systems change, teacher satisfaction

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