Abstract
Effective educational reform involves changes in the overall operations of schools. Teachers who collaborate, analyze the functions of their schools, and adjust their practices become leaders and participants in whole-school change. This study documents the impact of teacher leadership teams from three schools in their efforts to increase access to general education curriculum for students with disabilities, by promoting inclusion. Data were analyzed as collected from individual interviews, team self-evaluations, field observations, and focus group sessions for each site. The results offer insights into school improvement and inclusive reform efforts, and they provide a basis for future research and recommendations for practice.
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