Accepting Educational Responsibility: Preparing Administrators to Lead Inclusive Schools

• In Event: Educational Leadership and the Responsibility for Inclusion

Abstract

The purpose of the study was to examine the perceptions of graduate students enrolled in educational leadership (EL) programs regarding their knowledge and skills related to supporting students with dis/abilities (SWD) through leadership in PreK-12 inclusive schools. Key findings from the quantitative data analysis included that there were significant differences in the participants’ perceptions depending on the EL program in which they were enrolled. Two themes emerged from the qualitative data analysis: (1) recommendations for content that should be included in EL programs regarding special education services for SWD in inclusive schools, and (2) recommendations for andragogy and activities that need to be added to EL preparation programs to enhance candidates’ learning about providing special education services in inclusive schools.

Authors

• Kristine Joan Melloy, American College of Education

• Amie Cieminski, University of Northern Colorado

• Todd Sundeen, University of Northern Colorado