Date of Conferral

2022

Degree

Doctor of Public Administration (D.P.A)

School

Public Policy and Administration

Advisor

Gerald Regier

Abstract

Examining the components of the inclusive educational setting at Public Charter School is important for its positive impact in its community and being an example to other schools in the northwestern region of the United States. The problem is that the school’s surrounding area and region are underserved in inclusive charter school options. The school is an example to other charter schools that would like to engage in a more inclusive academic setting and seeks to explore replication. To gain a better understanding of the impacts of the school’s inclusive setting on the students, families, and community, as well as the educators’ needs and perspectives, the purpose of this study was to identify, explore, and understand the components of Public Charter School’s inclusive academic setting through qualitative methods using interviews with key participants. The analysis process of this study involved categorizing data and recognizing emerging themes from data collected through interviews. The data identified three components: supportive administration in attitude and operational leadership, environment conducive to inclusion, and teacher supports and collaboration. This study will provide the organization with information to continually improve the inclusion model through training and policy and may also be used to make informed decisions regarding replication in the future. The school provides guidance in the region and nationwide and may serve schools that want to implement or improve inclusion. Student success in inclusive academic settings can support acceptance and tolerance, which may lead to more students pursuing higher education and in turn lead to positive social change in communities and beyond.

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