District Leadership Practices That Support Collective Inclusive Capacity: A Case Study

• In Event: 79.049 - Supporting and Sustaining Capacity: Leadership in Special Education

Abstract

Inclusion of special education students is a national policy that challenges educational leaders. While some scholars argue that leadership is the key to inclusion, most studies to date have focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe the leadership practices of one inclusive and effective district. Four findings emerged: 1) shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development, and 4) acknowledgement and addressing of challenges. Inclusion depends on leadership that values, understands, and responds collaboratively to the complex challenges of educating students with disabilities alongside their peers and on leaders, educators, and families who know its priceless benefits.

Author

• Elizabeth C. Jekanowski, Clarke University