Inclusive Education in Practice: District-Level Special Education Administrators' Leadership

• In Event: Moscone Center North Roundtable Session 6
  In Roundtable Session: Investigating District-Led Change

Abstract

District-level administrators who engage in social justice work place issues of disability, as well as issues related to other groups of students who have been marginalized, at the center of their practice in order to provide equitable and inclusive educational services to all learners based on my qualitative research methodology that uses in-depth interviewing of participants across the United States. It was an inquiry of praxis; the intention was to investigate the lived experiences and actions of transformative leaders who intentionally address equity concerns for underrepresented populations, particularly students with disabilities, through enactment of inclusive school reform within their districts while operating with a social justice leadership framework.

Author

• Chelsea Tracy-Bronson, Stockton University