title: Supporting successful inclusive practices for learners with disabilities in high schools: a multisite, mixed method collective case study.
abstract: The increase in the number of individuals with disabilities in general education has led to an increased interest in how to best provide support. Despite an emphasis on inclusion and participation in policy and practice, defining and describing the support provided for these learners is still an important task.
  
  
  
  This multisite, mixed method collective case study reports on 125 education and other staff from seven schools who took part in interviews and focus groups to reflect on a range of topics related to learners with disabilities in high schools. We focused on what the participants did, what they considered to be successful and what their "best" practices were.
  
  
  
  Descriptions of practices were rich, nuanced and complex. The analysis identified over 200 "strategies" which were synthesized into two meta-themes and eight subthemes. We discuss the results in the context of an ecological perspective, and the importance of focusing on the full range of influences and outcomes for young people in designing supports.
  
  
  
  We have drawn on evidence from this study as a basis for professional development activities and identified that focusing on the environment and the role of practitioners has a potential to improve the inclusion outcomes for older learners with disabilities. Implications for Rehabilitation Inclusion is influenced by the physical environment, attitudes, expectations and opportunities, in addition to a learner's skills and abilities. Schools should focus on the environment and teachers' practices, rather than on what an individual learner can or cannot do. The practices discussed in this study reflect those that a range of educators and related services personnel agree are realistic, appropriate and effective. Change may be led by the school management team; however, there are many ways in which all staff can contribute; indeed, approaches will not work effectively unless they are understood and implemented by everyone.
authors.affiliation: a School of Health Sciences , Queen Margaret University , Edinburgh , UK.
authors.forename: Donald
authors.initials: D
authors.lastname: Maciver
authors.affiliation: a School of Health Sciences , Queen Margaret University , Edinburgh , UK.|b Department of Physiotherapy , Royal Hospital for Sick Children, NHS Lothian , Edinburgh , UK.
authors.forename: Cathleen
authors.initials: C
authors.lastname: Hunter
authors.affiliation: a School of Health Sciences , Queen Margaret University , Edinburgh , UK.|c Department of Occupational Therapy , Royal Hospital for Sick Children, NHS Lothian , Edinburgh , UK.
authors.forename: Amanda
authors.initials: A
authors.lastname: Adamson
authors.affiliation: a School of Health Sciences , Queen Margaret University , Edinburgh , UK.|d Department of Speech and Language Therapy , Royal Hospital for Sick Children, NHS Lothian , Edinburgh , UK.
authors.forename: Zoe
authors.initials: Z
authors.lastname: Grayson
authors.affiliation: a School of Health Sciences , Queen Margaret University , Edinburgh , UK.
authors.forename: Kirsty
authors.initials: K
authors.lastname: Forsyth
authors.affiliation: e Additional Support for Learning Service , City of Edinburgh Council , Edinburgh , UK.
authors.forename: Iona
authors.initials: I
authors.lastname: McLeod
mesh_terms: D000293:Adolescent; D019988:Children with Disabilities; D005178:Faculty; D005260:Female; D017144:Focus Groups; D006801:Humans; D007407:Interviews as Topic; D007859:Learning Disabilities / Q000628:therapy*; D008282:Mainstreaming, Education; D008297:Male; D017145:Models, Educational; D006113:United Kingdom
keywords: Inclusion; models; teaching; young people