Inclusive education national research advocacy agenda: A call to action

Mary E. Morningstar, Heather C. Allcock, Julia M. White, Deborah Taub, Jennifer A. Kurth, Jean Gonsier-Gerdin, Diane L. Ryndak, Janet Sauer, Cheryl M. Jorgensen

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

The TASH Inclusive Education National Committee responded to Horner and Dunlap's call to ensure that future research integrates inclusive values with strong science by developing an inclusive education national research advocacy agenda. Qualitative methods were implemented to answer three questions: (a) What is the state of inclusive education research? (b) What research still must be done? and (c) What are recommendations for a national inclusive education research advocacy agenda? The findings include 15 areas organized within three domains advocating for continued research across systems-level capacity building, building and classroom capacity, and student learning and development. Implications for research and policy reform are discussed.

Original languageEnglish (US)
Pages (from-to)209-215
Number of pages7
JournalResearch and Practice for Persons with Severe Disabilities
Volume41
Issue number3
DOIs
StatePublished - 2016
Externally publishedYes

Keywords

  • Inclusive education
  • Policy
  • Practice
  • Research

ASJC Scopus subject areas

  • Social Psychology
  • Health Professions(all)
  • Public Health, Environmental and Occupational Health

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  • Cite this

    Morningstar, M. E., Allcock, H. C., White, J. M., Taub, D., Kurth, J. A., Gonsier-Gerdin, J., Ryndak, D. L., Sauer, J., & Jorgensen, C. M. (2016). Inclusive education national research advocacy agenda: A call to action. Research and Practice for Persons with Severe Disabilities, 41(3), 209-215. https://doi.org/10.1177/1540796916650975