SWIFT Resource Shelf

SWIFT Shelf for Research

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.

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Research & Journal Articles

  • 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. doi: 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.