Increasing Inclusive Practices in an Elementary School Using Transcendental Phenomenology

This transcendental phenomenology study examined two schools, one comprehensive elementary school and one segregated special education center, as they transitioned to become one school to create more inclusive spaces for students with extensive support needs (i.e., intellectual and developmental disabilities). The transition occurred over a three-year period. The study used purposive sampling. Three general education and three special education teachers and the principal completed individual interviews during Year 3 of the transition. Classroom observations were conducted. The study used thematic analysis and revealed themes that described the school restructuring process: uncertainty during restructuring process; uncertainty around access based on students’ abilities and activities; and perceptions of additive and subtractive lens during the restructuring process. Implications include providing sufficient support in teacher education programs, professional development and support for teachers, administrators, parents and students.