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.SWIFT Center produced the data for this paper under U.S. Department of Education, Office of Special Education Programs Grant No. H325Y12000
