office-standing

Resource Shelf

SWIFT Shelf for Research

**Covid-19 changed the way school looks, but some things remain. Check out resources on topics that matter more than ever, https://tinyurl.com/SWIFTCovid19** SWIFT Shelf Tools provide free downloadable Webinars, Assessment Tools, and other helpful district and school resources. Search SWIFT Shelf Stories provide free downloadable mini-films—Whatever It Takes, Together, and MTSS: Universal, Additional and Intensified Support—and Issue and Research to Practice Briefs, White Papers, Research Support and Bibliography, and more.

SWIFT Shelf Tools

expand and collapse

New Releases

District / School Resources

Webinars

SWIFT Shelf Stories

expand and collapse

Film & Videos

Issue Briefs & Papers

Newsletter Archive

Research

expand and collapse

Research to Practice Briefs

Research & Journal Articles

  • McCart, A., Choi, J. & Sailor, W. (2020, Apr 17 - 21) Collaboration for Equity and Inclusion Through Multi-Tiered System of Supports (MTSS) Implementation: Longitudinal Evaluation of Student Outcomes [Paper Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/sdts33e (Conference Canceled).

  • Choi, J. H., McCart, A. B., & Sailor, W. (2020). Reshaping Educational Systems to Realize the Promise of Inclusive Education. In FIRE: Forum for International Research in Education, 6(1), 8-23.
     
  • Choi, J. H., McCart, A. B., & Sailor, W. (2020). Achievement of Students With IEPs and Associated Relationships With an Inclusive MTSS Framework. The Journal of Special Education, doi:10.1177/0022466919897408
     
  • Choi, J. H., McCart, A. B., Hicks, T. A., & Sailor, W. (2019). An analysis of mediating effects of school leadership on MTSS implementation. The Journal of Special Education, 53(1), 15-27. doi:10.1177/0022466918804815
     

  • Kurth, J. A. (2018). Introduction to the special topic issue on the impact of SWIFT technical assistance. Inclusion, 6, 1-2. doi: 10.1352/2326-6988-6.1.1

  • Sailor, W., McCart, A. B., & Choi, J. H. (2018).  Reconceptualizing inclusive education through multi-tiered system of support. Inclusion, 6, 2-18. doi: 10.1352/2326-6988-6.1.3

  • Kurth, J. A., Morningstar, M. E., Hicks, T. A., & Templin, J. (2018). Exploring the relationship between school transformation and inclusion: A Bayesian multilevel longitudinal analysis. Inclusion, 6, 19-32. doi: 10.1352/2326-6988-6.1.19

  • Kozleski, E. B., & Choi, J. H. (2018). Leadership for equity and inclusivity in schools: The cultural work of inclusive schools. Inclusion, 6, 33-44. doi: 10.1352/2326-6988.6.1.33

  • Schuh, M. C., Knackstedt, K. M., Cornett, J., Choi, J. H., Pollitt, D. T., & Satter, A. L. (2018).  All means all: Connecting federal education policy and local implementtion practice through evidence and equity. Inclusion, 6, 45-59. doi: 10.1352/2326-6988.6.1.45

  • Gross, J. M. S., Choi, J. H., & Francis, G. L. (2018). Perceptions of family engagement and support in SWIFT schools.  Inclusion, 6, 60-74. doi: 10.1352/2326-6988-6.1.60

  • Sailor, W., Satter, A., Woods, K., McLeskey, J., & Waldron, N. (2017). School improvement through inclusive education. Oxford Bibliographies in Education. New York: Oxford University Press.  doi: 10.1093/obo/9780199756810-0191

  • Sailor, W. (2017). Equity as a basis for inclusive educational systems change.  Australasian Journal of Special Education, 41, 1-17.  doi: 10.1017/jse.2016.12

  • Francis, G., Blue-Banning, M., Turnbull, A.P., Hill, C., Haines, S.J., and Gross, J.M.S. (2016). Culture in inclusive schools: Parental perspectives on trusting family-professional partnerships.  Education and Training in Autism and Developmental Disabilities, 51(6), 281-293.

  • Francis, G. L., Gross, J. M. S., Blue-Banning, M., Haines, S., & Turnbull, A. P. (2016). Principals and parents achieving optimal outcomes: Lessons learned from six American schools implementing inclusive practices. Revista Latinoamericana de Inclusión Educativa, 10(1), 61-77.

  • Choi, J. H., Meisenheimer, J. M., McCart, A. B., & Sailor, W. (2017). Improving learning for all students through equity-based inclusive reform practices: effectiveness of a fully integrated schoolwide model on student reading and math achievement. Remedial and Special Education, 38, 28-41. doi: 10.1177/0741932516644054

  • Artiles, A. J., & Kozleski, E. B. (2016).  Inclusive education's promises and trajectories:  Critical notes about future research on a venerable ideal.  Education Policy Analysis Archives, 24(43). doi:10.14507/eppaa.24.1919

  • Gross, J. M. S., Haines, S. J., Hill, C., Francis, G. L., Blue-Banning, M., & Turnbull, A. P. (2015). Strong school–community partnerships in inclusive schools are “part of the fabric of the school.…we count on them.”  School Community Journal, 25(2), 9-34.

  • Algozzine, B., Morsbach Sweeney, H., Choi, J. H.,Horner, R., Sailor, W., McCart, A. B., Satter, A., & Lane, K. L. (2016). Development and preliminary technical adequacy of the Schoolwide Integrated Framework for Transformation Fidelity of Implementation Tool.  Journal of Psychoeducational Assessment, 35(3), 302-322. doi: 10.1177/0734282915626303

  • Shogren, K., McCart, A., Lyon, K., & Sailor, W. (2015). All means all: Building knowledge for inclusive schoolwide transformation. Research & Practice for Persons with Severe Disabilities, 40, 173-191. doi: 10.1177/1540796915586191.

  • Haines, S., Gross, J., Blue-Banning, M., Francis, G., & Turnbull, A. (2015). Fostering family-school and community-school partnerships in inclusive schools: Using practice as a guide. Research & Practice for Persons with Severe Disabilities, 40, 227-239. doi: 10.1177/1540796915594141.

  • Kozleski, E., Yu, I., Satter, A., Francis, G., & Haines, S. (2015). A never ending journey: Inclusive education is a principle of practice, not an end game. Research & Practice for Persons with Severe Disabilities, 40, 211-226. doi: 10.1177/1540796915600717.

  • Kurth, J., Lyon, K., & Shogren, K. (2015). Supporting students with severe disabilities in inclusive schools: A descriptive account from schools implementing inclusive practices. Research & Practice for Persons with Severe Disabilities, 40, 261-274. doi: 10.1177/1540796915594160.

  • Morningstar, M., Shogren, K., Lee, H., & Born, K. (2015). Preliminary lessons about supporting participation and learning in inclusive classrooms. Research & Practice for Persons with Severe Disabilities, 40, 192-210. doi: 10.1177/1540796915594158.

  • Shogren, K., Gross, J., Forber-Pratt, A., Francis, G., Satter, A., Blue-Banning, M., & Hill, C. (2015). The perspectives of students with and without disabilities on inclusive schools. Research & Practice for Persons with Severe Disabilities, 40, 242-260. doi: 10.1177/1540796915583493.

  • McCart, A., Sailor, W., Bezdek, J., & Satter, A. (2014). A framework for inclusive educational delivery systems. Inclusion, 2(4), 252-264. 

  • Sailor, W. (2014). Advances in schoolwide inclusive school reform. Remedial and Special Education, Online First. doi:10.1177/0741932514555021.

  • Sailor, W., & McCart, A. (2014). Stars in alignment. Research & Practices for Persons with Severe Disabilities, 39(1), 55-64. doi: 10.1177/1540796914534622.

  • SWIFT Center. (2014). All Means All: Ending segregation in schools and achieving education and excellence for all. Special issue of TASH Connections, 40(2), 1-18.