| This qualitative case study examines the culture of a high school in a metropolitan area, the critical instructional practices for students with significant support needs, and the members of the adhocracy who support those students, through interviews, observations, field notes and artifacts. The conceptual framework that guides this study draws on key concepts of federal and state legislation, organizational culture, inclusive school culture and adhocracies. The definition of culture is derived from Schein's (1988) theory of organizational culture as applied to education by Owens (2004). Key concepts of inclusive school culture for students with significant support needs, found in the literature include: (a) inclusive language, (b) supportive leadership, (c) instructional practices, (d) professional development, (e) meaningful collaboration, and (f) reflective practice. An adhocracy (Skrtic, 1991; 1995) consists of school members who directly impact the education for students in special education.;The school chosen for this study was recommended by experts in the field of special education. Key findings have identified assumptions and beliefs that create a sense of belonging; however, data indicate that a culture of belonging is not sufficient for instructional excellence. Results of this study identify exemplars and concerns related to instructional practices and adhocracy relationships. |
