The purpose of this paper is to propose a framework for integrating social responsibility within the accountability context now prevalent across the regular and special education contexts of Canadian and American schools while exposing readers to many of the different theories that exist concerning transdisciplinary forms of inclusive education.
The author uses her experience as superintendent to create a system of inclusive and authentic collaboration amongst educators, parents, and specialists in the hope of creating a more complete plan for special education in her district. She introduces these collaborative teams to numerous various theoretical frameworks hoping to expand their views of what constitutes “acceptable” educational knowledge.
Results from the full‐scale implementation of the new transdisciplinary model indicate that emergent collaborative sensibilities among team members are beginning to characterize educational work which reflects a transition towards a more socially responsible learning community characterized by qualities of transparency, honesty, inclusivity, interdependence, respectful reciprocity, trust, and caring.
The study furthers our understanding of special education programs and the different ways in which it is possible to improve the current special education system. The study introduces us to one specific study (related to special education and done by the author herself) while continuously relating that study to grounded and established educational and ethic‐related theory.
