This paper explores a qualitative case study of one district’s effort to include students with extensive support needs in general education kindergarten classrooms. Highlighting inclusive education as a social justice concern relevant to social workers, the study demonstrates how early inclusion disrupts entrenched segregation and fosters district-wide systems change.
Learning Objectives:
At the end of this session, attendees should be able to:
Upon completion, the participant will be able to describe how early inclusion of students with extensive support needs (ESN) in kindergarten can disrupt entrenched segregation and influence broader systemic change.
Upon completion, the participant will be able to analyze the leadership, resource allocation, and mindset shifts necessary to build district-wide capacity for inclusive education.
Upon completion, the participant will be able to apply strategies from this case study to foster equitable, collaborative environments that benefit students with ESN and uphold social justice principles in schooling.
