Reform Theory into Practice: A Case Study Examination of West Virginia's Efforts To Promote Inclusive Schooling through Site-Based Partnership Decision-Making Practices

A study examined the extent to which faculty senate involvement in strategic planning for inclusion influenced the implementation of inclusive practices in schools. Case studies in four West Virginia middle schools included examination of school strategic plans, observation, and teacher surveys and interviews. Analysis of findings across cases revealed some common themes: (1) actual changes in the structural model of schooling were related to how the larger system initially redefined teachers' positions within the school, not to faculty senate engagement in planning; (2) three schools restructured their service delivery model by redefining the special education teacher's role; (3) schools' unique characteristics affected how change was internalized; (4) faculty senates' inclusion plans gave limited attention to teachers' classroom practices; (5) special education enrollment and percentage did not impact the school's level of inclusion; (6) staffing patterns greatly impacted teacher collaboration levels and the extent of special education teachers' influence on regular classroom practices; and (7) a school's level of inclusion was related to the types of decisions made by its faculty senate. (Contains 41 references.) (SV)