“Normalizing a Diverse Environment”: Collective Visions of Authentic Inclusion

Despite extensive research demonstrating the positive effects of inclusive education for students with extensive support needs (ESN), rates of full inclusion for this population remain low. Key components of successful inclusion include leadership that is committed to inclusive pedagogy and a shared vision by school personnel, families, and community members. However, the extent to which these components are fostered and maintained in schools and districts remains uneven and a challenge. To learn from an affirming example, this qualitative study examined definitions of inclusion by families ( n = 11) and school personnel ( n = 11) at Tomorrow’s Leadership Collaborative, a public charter school (PK–6) whose mission is full, equitable inclusion for all, including those with ESN, multilingual learners, and those with multiply-marginalized identities. Data were collected through semi-structured interviews, and the inductive thematic analysis focused specifically on participants’ definitions of inclusion. Using Danforth and Naraian’s Foundational Priorities for Inclusive Education as a framework for authentic inclusion, the findings demonstrate a streamlined, viable vision for inclusive pedagogy, environments, values, and belongingness for all learners. Participants conveyed a shared vision for inclusion that was contextually broader than technical definitions focusing only on disability and placement. Implications for systems and policy change regarding inclusion of students with ESN are discussed.