One Family's Perspective of Their Experiences with School and District Personnel Over Time Related to Inclusive Educational Services for a Family Member with Significant Disabilities.

This phenomenological case study examines one family's lived experience as they advocated for appropriate and effective services in inclusive classes for a member of their family who had significant disabilities. Findings suggest the need for effective professional development if school personnel are to effectively educate students with significant disabilities in inclusive contexts, as well as a need for policy changes related to improved professional development opportunities and support systems for families who have children with significant disabilities.