Systems Change to Support Students with Disabilities
A systems change approach is vital for supporting students with disabilities. Many of the root causes negatively impacting students with disabilities (SWDs) stem from lack of integration of SWDs and special education staff within educational systems.
We had been recognizing for quite some time that there were some gaps in opportunity for our students with disabilities that were leading to gaps in achievement as well.
Leilani Abulon, Chief Programs Officer, Green Dot Public Schools
Critical Components for Systems Change
Achieving dramatic gains for SWDs requires enacting and sustaining systems change. Systemic change is particularly vital for supporting SWDs, particularly Black and Latinx SWDs, who are inequitably harmed by the current system.
Many of the root causes harming SWDs stem from the siloing of SWDs within educational systems. Implementing a new program, even an evidence-based one, does not necessarily address the root needs of SWDs nor lead to lasting sustainable change. Implementing a program that has evidence in one context can be effective, but focusing on changing the system—creating the supports, policies, and practices necessary to sustain that program—is key to disrupting inequity and sustaining effective practice.
Consequently, improvement aimed at supporting SWDs need to address the whole system and involve family, special education, and general education educators.
Key Considerations
In this brief, we identify three key considerations for designing and implementing improvement work to support SWDs:
Identify the problem and the aim: Setting a dramatic goal for supporting SWDs requires a change at the systems level rather than a programmatic fix that tinkers around the margins.
Identify the right team: Supporting SWDs requires people at all levels of the system, including both special education and general education representation, to enact the change.
Identify the right size change idea: The change idea should be big enough to address the problem, but small enough to isolate an aspect of the problem, ensure that you can detect a change, and ensure that the change you’re seeing is because of your actions.
Explore More Findings
Topic 2
Centering Students with Disabilities to Create Powerful ChangeExplore Topic 2
Topic 3
Champions for Change: Two Essential Roles for an Effective Improvement TeamExplore Topic 3
Topic 4
Continuous Quality Commitment: Iterative Learning Cycles to Meet System ChallengesExplore Topic 4
Topic 5
Get Ready, Stay Ready: Will and Capacity Checks Along the Improvement JourneyExplore Topic 5Stay Informed about Research Updates
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