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Case studies.

UNESCO and the European Agency for Special Needs and Inclusive Education have designed this unique collection of case studies in order to support stakeholders (e.g. policy makers, teachers and educators, researchers, development partners, NGOs) to develop and implement inclusive and equitable education policies, programmes and practices. The case studies section presents detailed and highly structured material on key policy developments. The aim of the case study material is to provide detailed information on inclusive policy and practice from policy makers and practitioners, about the implementation and its results.

This section includes a collection of case studies relating to policy statements, descriptions and evaluations of policy developments, plans for and reflections on policy implementation from different regions. At present the case studies are all in English, but additional material may be in any language. This section will continue to be updated with new case studies.

If you would like to share your case study, this is an open call for further case studies .

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Home > Blog > Building an Inclusive Educational Community: A Case Study from Ambatovy International School

Building an Inclusive Educational Community: A Case Study from Ambatovy International School

Nov 26, 2024 | Blog , School Stories

By Danny McCamlie , Ambatovy International School (AIS) Core & Service Learning Coordinator

Implementation Team Nalisoa Rakototsimba (AIS Music) Charlotte Zafinety (AIS Sports and Physical Education) David Carollo (AIS Technology Transformation Lead & STEM)

As educators, the challenge of creating a truly inclusive environment is ever-present. How do we go beyond good intentions to foster a culture of inclusion that lasts? At Ambatovy International School (AIS), we reimagined this journey by empowering learners to shape the culture directly, moving our roles from gatekeepers to guides . We employed AI, an interdisciplinary approach, and the PEPPER 1 model to breathe life into the task, allowing our students to lead both the culture and their learning.

Our approach began with extensive research and careful preparation . Research by Flower et al. (2007) demonstrates that simulations , when properly conducted , can increase empathy and understanding among participants. Following best practices suggested by Lindsay and Edwards (2013), we developed a comprehensive, multi-faceted approach to disability awareness education.

To spark curiosity and understanding, we designed a carefully structured experiential learning program. Students participated in thoughtfully planned simulations during typical classes like maker space, music, sports, science, and English language arts. These experiences were just one component of a larger educational framework that included guided reflection, inquiry-based learning, and real-world application . This aligned with Silverman et al. (2015), who demonstrated that simulations combined with guided reflection can lead to more positive attitudes and insights into the barriers faced by people with disabilities, reinforcing the importance of inclusive environments .

Picture (taken by AIS student photographer): A sign language presentation, as we now have common signs used in school for things such as toilet, good morning, water etc. This helps with subtly communicating with others across distances or in busy environments. It also creates a more welcoming school for anyone who signs.

The preparation phase included careful consideration of ethical implications , drawing from recommendations by Nario-Redmond et al. (2017), our team worked to ensure that all activities were conducted responsibly and with sensitivity . We emphasized to students that these experiences provide only a limited perspective and cannot fully replicate others’ lived experiences.

Following these experiences, students engaged in questioning routines, they identified over 250 avenues of inquiry, ranging from practical inclusivity ideas in school life to broader societal implications . This deep engagement demonstrated how experiential learning can spark genuine curiosity and motivation to understand and address real – world challenges .

“This deep engagement demonstrated how experiential learning can spark genuine curiosity and motivation to understand and address real-world challenges.”

The question or obstacle is often ensuring that competencies and standards are still being addressed. This is where planning occurred, an area where AI played a pivotal role. We utilized AI tools to align student inquiries with term standards and identify cross-curricular connections, nurturing interconnected learning experiences. By emphasizing ‘our standards’ as a collective faculty rather than adhering to siloed departmental goals, we fostered a holistic educational approach , drawing on principles of curriculum integration (Beane, 1997).

With reduced planning time, teachers focused more on relationship-building and transforming theoretical understanding into tangible skills . Students explored diverse ways of experiencing music, including working with sound waves and learning sign language. In physical education and science, learners investigated buoyancy through hands-on experiments and adaptive sports activities. These experiences provided students with varied ways to perceive and interact with the world, demonstrating that inclusion involves creating diverse ways to participate . As one student shared during their presentation of a hand or foot-opened locker – ‘this isn’t just good for people with limb differences, it’s good for everyone ’.

We used the GRASPS task model to evaluate students’ ability to apply their learning to real-world challenges. These efforts honed students’ technical skills and facilitated active contributions to making the school a more inclusive environment, from more inclusive bathroom designs to ramps in key areas, students demonstrated a clear understanding that universal design means including everyone, everytime .

Informed by Schön’s work on reflective practice, students documented their learning journey through structured activities, allowing them to process their experiences and deepen their understanding. Through this process, students’ understanding of inclusion evolved from merely inviting participation to actively accommodating diverse needs .

Student reflections showed significant character growth in fairness, empathy, and an eagerness to seek diverse perspectives. They developed sophisticated problem-solving capabilities, illustrating their ability to tackle complex issues creatively and rationally.

Through AI, interdisciplinary learning, and a commitment to inclusivity, AIS equips students to thrive in diverse environments and empowers them to advocate for inclusivity. Our approach highlights that building an inclusive community is a journey fueled by curiosity and collaboration, rooted in the understanding and celebration of differences.

As educators, the question remains, how will you foster inclusivity in your community?

Pictures (taken by AIS student photographer): Top: Students presenting a toilet design to help with physical challenges. The design was not present in the building before, and plans are in motion to follow it through with facilities management. Lower: Students presenting their findings.

“Our approach highlights that building an inclusive community is a journey fueled by curiosity and collaboration, rooted in the understanding and celebration of differences.”

1 The PEPPER model is an interdisciplinary approach based on Provocation, Enquiry, Planning, Practice, Evaluation and Reflection. You can find more information here

Works drawn upon:

Beane, J. A. (1997). Curriculum Integration: Designing the Core of Democratic Education. New York: Teachers College Press.
Collaborative for Academic, Social, and Emotional Learning (CASEL). (2020). “What is Social and Emotional Learning?” Retrieved from CASEL Website.
Flower, A., Burns, M. K., & Bottsford-Miller, N. A. (2007). Meta-analysis of disability simulation research. Remedial and Special Education, 28(2), 72-79.
Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Ladson-Billings, G. (1994). “The Dreamkeepers: Successful Teachers of African American Children.” San Francisco: Jossey-Bass.
Lindsay, S., & Edwards, A. (2013). A systematic review of disability awareness interventions for children and youth. Disability and Rehabilitation, 35(8), 623-646.
Luckin, R., & Holmes, W. (2016). “Intelligence Unleashed: An Argument for AI in Education.” Pearson Education.
Nario-Redmond, M. R., Gospodinov, D., & Cobb, A. (2017). Crip for a day: The unintended negative consequences of disability simulations. Rehabilitation Psychology, 62(3), 324-333.
Ryan, K., & Deci, E. L. (2000). “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.” Contemporary Educational Psychology, 25(1), 54-67.
Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Silverman, A. M., Gwinn, J. D., & Van Boven, L. (2015). Stumbling in their shoes: Disability simulations reduce judged capabilities of disabled people. Social Psychological and Personality Science, 6(4), 464-471.
Thomas, J. W. (2000). “A Review of Research on Project-Based Learning.”
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms. ASCD.
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First page of “A case study of a highly effective, inclusive elementary school”

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A case study of a highly effective, inclusive elementary school

Current federal legislation holds schools accountable for ensuring that all students, including those with disabilities, make adequate yearly progress on academic achievement measures, while also including students with disabilities in general education settings whenever possible. Schools are thus expected to be both excellent and equitable in addressing the needs of all students. Evidence reveals that only a limited number of schools have been successful in meeting these sometimes competing demands for excellence and equity. This investigation addressed these issues by conducting a case study of a highly effective, inclusive elementary school. The results reveal several key practices that were important contributors to meeting the needs of all students in this school.

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This article tells the story of one elementary school faculty who responded to the call for accountability by adopting an inclusive view and implementing educational practices where all students were welcomed and considered valuable, contributing members of the school community. The inclusion of students with disabilities in the general education setting did not negatively impact the accountability measures for the school; in fact, the school received a U.S. Department of Education Blue Ribbon Award. This article briefly describes the process and challenges faced by the faculty, parents, and students as the school began a restructuring plan focused on the inclusion of all students in a supportive school setting.

The purpose of the present study was to investigate practices that support the inclusion of students with severe disabilities in the learning and social activities of inclusive K-8 schools to inform inclusive school reform research and practice. Eighteen K-8 students with severe disabilities in six schools recognized for their implementation of inclusive practices were observed in a variety of school settings and activities. An appreciative inquiry lens was applied to these observations. The observation records were descriptively analyzed and organized around seven themes related to the practices used by the schools to support students with severe disabilities: (a) the teaching arrangement (who was providing instruction); (b) the type of engagement the student demonstrated during the activity; (c) the types of general classroom supports that were available during the observations; (d) the types of student supports that were provided to the student during the observation; (e) the type of work or activity the student was performing; (f) the interactions the student had with others; and (g) the choices provided the student. Findings provide information on the implementation of inclusive education for students with severe disabilities by reflecting contemporary best practices for inclusive education as well as identifying areas of need.

Equity & Excellence in Education, 1997

As many schools and districts move in the direction of providing full membership for students with disabilities, benefits are being reaped for many students. Concurrently, attacks on the concept and practice of inclusive education have also been growing. Many of these critiques have focused on the challenges involved in attempting to include students with significant disabilities in general classes. This discussion highlights the importance of making clear distinctions between the implementation of comprehensive and coherent inclusive practices and the inevitable problems or dilemmas that result from partial or fragmentary implementation.

Almost twenty-five years after the publication of A Nation at Risk (National Commission on Excellence in Education, 1983), initiatives to improve America's schools dominate the educational agenda at the national, state, and local levels. Policymakers and educators continue to grapple with issues of equity and excellence as schools struggle to define and achieve high performance standards within a context of declining budgets and an increasingly diverse (Astuto, Clark, Read, McGree & Fernandez, 1994) and economically disadvantaged (Polakow, 1992) student population. Despite these challenges, schools are being successfully recreated across this country, becoming communities that are "learner-centered, enriched by teachers' learning opportunities, and supported by assessment practices that inspire continuous improvement" (Lieberman, 1995, pg. 1). To a growing extent, the needs of all students, including those with disabilities, are becoming a part of school restructuring agendas (e.g., Katsiyannis, Conderman, &

Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their 'non-disabled' peers to the maximum extent possible. IDEIA's legal mandates underscore the stark reality of discrimination and exclusion faced by individuals with disabilities within schools and society. Although progress has been made in advancing equity agendas of access and academic achievement, few would deny that significant work remains. If all individuals, including those with disabilities are to achieve their birthright of full integration into society, schools must reflect integration at all levels. This article provides a historical perspective on the inclusion movement, discusses the role school leaders play in ensuring inclusive environments and concludes with recommendations for future school leaders and teachers.

This final report describes the activities and accomplishments of the Consortium on Inclusive Schooling Practices, a federally-funded 5-year project to investigate the utility of a systemic approach for building the capacity of state and local education agencies to provide inclusive educational services. The project focused on four states (Pennsylvania, Missouri, New Mexico, California) as partners for the Consortium's intensive, state-local technical assistance and policy efforts. Introductory material presents elements of the Consortium's approach and a summary of its objectives and activities. Following sections of the report discuss factors affecting implementation of the Consortium's work scope; procedures; state and local interventions and technical assistance; coordination among statewide systems change grants; products developed and disseminated; collaboration and dissemination activities; and project impact. Among 7 recommendations are the following: (1) the Office of Special Education Programs (OSEP) should continue to fund 5-year, technical assistance projects; (2) OSEP should focus such funding on issues related to systems change and the links between policy and practice; and (3) OSEP should increase attention to the educational needs of students with significant disabilities. (Contains 20 references.) (DB)

This brief paper summarizes survey materials gathered by the Multi-Agency Collaborative Initiative on Inclusive School Reform. The agencies involved are the National Association of State Directors of Special Education, the Council for Exceptional Children, *

Educational Policy Analysis Archives

Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their nondisabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district's special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district's policies. The findings inform nextgeneration policy initiatives and future lines of inquiry. Abordando el imperativo de la inclusión: respuestas de un distrito escolar urbano. Resumen: Durante los últimos cuarenta años, las escuelas de los Estados Unidos se han vuelto más inclusivas para estudiantes con discapacidades. Sin embargo, en muchos distritos escolares urbanos de alta pobreza, un número desproporcionado de niños de minorías con discapacidades son separados de sus compañeros no discapacitados. Este artículo presenta los resultados de un estudio de caso cualitativo de un distrito escolar urbano que esta implementando una reforma de inclusión relacionada con la educación especial durante cuatro años. El distrito tiene una historia de segregación de estudiantes y numerosos problemas de cumplimiento con los mandatos sobre educación especial, sin embargo, la llegada de un nuevo superintendente trajo nuevas esperanzas de cambio. Los autores argumentan que la investigación existente sobre la inclusión ha ignorado generalmente los procesos de aplicación de las políticas empleados por los distritos escolares en el establecimiento de escuelas más integradoras y programas de mejora de la educación especial. Este artículo proporciona una descripción del proceso de implementación de políticas de inclusión de educación especial, los retos que enfrentan los administradores del distrito, y los resultados positivos y negativos de las políticas del distrito. Los resultados sugieren elementos para pensar futuras iniciativas políticas para la próxima generación y líneas de investigación. Palabras clave: educación especial; inclusión; educación urbana,; política; distritos escolares Atendendo ao imperativo da inclusão: respostas de um distrito escolar urbano. Resumo: Durante os últimos 40 anos, as escolas americanas tornaram-se mais inclusivas para alunos com necessidades especiais. No entanto, em muitos distritos escolares urbanos com altos índices de pobreza, um número desproporcional de crianças de minorias com deficiência são separados de seus colegas sem deficiências. Este artigo apresenta os resultados de um estudo de caso qualitativo de um distrito escolar urbano que está implementando uma reforma de inclusão relacionada a educação especial durante quatro anos. O distrito tem uma história de segregação de alunos e inúmeros problemas de conformidade com mandatos de educação especial, no entanto, a chegada de um novo superintendente trouxe novas esperanças de mudança. Os autores argumentam que pesquisas existentes sobre a inclusão tem geralmente ignorados os processos de implementação de políticas dos distritos escolares na criação de escolas e programas mais abrangentes para melhorar a educação especial. Este artigo fornece uma descrição do processo de implementação de políticas, incluindo a educação especial, os desafios enfrentados pelos administradores distritais, e os resultados positivos e negativos das políticas distritais. Os resultados sugerem razões para pensar futuras iniciativas políticas para a próxima geração e linhas de pesquisa.

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