Inclusive Education of Students With Intellectual and Developmental Disabilities and PK-12 Leadership: Introduction to Special Issue

Abstract

Increasing equity and access to inclusive environments requires a complex intersection of people, policies, practices, and procedures at the state, district, school, and education team level. At the macro level, equitable systems change requires systematic investigation of the structural barriers embedded and perpetuated within the very educational system purported to help close the achievement gap for those who have been marginalized in our PK-12 education systems (Ryndak et al., 2014). At the micro level, change requires an examination of how individuals navigate systemic barriers.Focusing on issues associated with PK-12 education leadership and students with Intellectual and Developmental Disabilities (IDD) has the potential to address the deeply rooted critical inequities that students with disabilities face regarding access to quality education with same age-grade non-disabled peers occurring across the globe. The manuscripts in this special issue represent a multi-level system focus on inclusive practices and provide actionable recommendations for PK-12 leaders as they address issues of access and inclusion for students with IDD.Choiseul-Praslin et al. examine mothers' experiences in the IEP process. The findings indicate that PK-12 education leaders must make systemic efforts to empower mothers (and all parents and families) during the IEP process in order to improve parent-school partnerships. Similarly, three manuscripts in this issue highlight the need for PK-12 leaders to reconsider the content gaps for students with IDD and how access to school-wide structures is or is not provided to all students. Specifically, they highlight the need for instructional content and practices that provide opportunities to gain self-determination skills, access technology, and be a part of system-wide positive behavior supports.Fisher et al. present findings that demonstrate a concerning lack of digital access for students with IDD, which results in greater digital isolation and fewer opportunities for social interaction. Similarly, Zagona et al. address how students with IDD should and could be included in the school-wide positive intervention and behavior support (SWPBIS) systems. These articles include recommendations for how PK-12 educational leaders can support practitioners in providing fidelity in instruction, and access to content and structures that are lacking for students with IDD. They include policy, procedure, and practice recommendations that are particularly pertinent for PK-12 leaders as they focus on expectations for teacher training and school structures, and decision-making around investment approaches.Approaching sustainable change through a multilevel system-wide approach is also reflected in the policy implementation research of Cosier et al. included in this special issue. The authors found relationships between probability of placement and district socioeconomic status and size. These results present items for consideration for policy-makers and district leaders as they consider placement decisions for students with IDD as well as associated factors such as teacher and leader professional learning.Overall, the collection of articles in this special issue represent the multi-level system-wide approach to inclusive practices necessary for education leaders to consider as they move toward increasing equity and access for students with IDD. Considering this finding within the larger context of systemic and structural racism, classism, and ableism in our education systems (Annamma, 2018), it is vital that all components of the education system be scrutinized for structural policies, practices, and procedures that support an unbalanced power dynamic, especially one that continues to deny access to general education classes for students with IDD. This special issue presents approaches for consideration for PK-12 education leaders as they design and implement this important work.