Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Kathleen M.W. Cunningham

Abstract

This Dissertation in Practice (DiP) focuses on improving inclusive instructional practices in Clarkston Community Schools by increasing clarity and shared understanding of educator roles. Despite a strong district commitment to inclusion, data and teacher feedback revealed that role ambiguity between general and special education staff limited collaboration led to inconsistent implementation of Individualized Education Programs (IEPs), and contributed to educator frustration. Research supports that role clarity is foundational to effective co-teaching, collaboration, and sustained inclusive practices (Friend & Cook, 2016; Scruggs et al., 2007).

Guided by the principles of improvement science, this study tested a structured Action Plan and Role Responsibility Matrix (ARRM) process designed to strengthen collaboration by embedding role clarification into authentic student problem-solving meetings. The process enabled educators to identify student-specific needs, review the fidelity of current supports, and assign clear responsibilities for implementation and follow-up. Two iterative Plan-Do-Study-Act (PDSA) cycles were conducted between October and December 2025. The first cycle examined feasibility and early usability, while the second focused on adaptation, leadership engagement, and sustainability across additional teams.

Data was collected using practical measures, including completed ARRMs, the Problem-Solving Meeting Feedback survey, educator reflections, and leadership debriefs. These tools provided embedded, real-time feedback about the process and informed iterative refinements between cycles. Findings indicated that integrating role clarification into existing problem-solving structures improved communication, increased shared ownership, and enhanced the consistency of support implementation. Leadership involvement was identified as a key factor in sustaining the process and ensuring accountability.

This improvement effort demonstrates how system-embedded role clarification can strengthen inclusive practices and promote greater coherence between general and special education. The study illustrates how local learning, structured reflection, and leadership engagement can be leveraged within an improvement science framework to address complex challenges in inclusive education through disciplined, context-driven inquiry.

Rights

© 2026, Anastasia Sara-Nicholas Theophelis

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