Principals of Small Rural Schools as Instructional Leaders for Special Education

• In Event: Inclusive Leadership Across Differences: Nationality, Religion, and Ability

Abstract

The purpose of this qualitative multiple case study was to elucidate the experiences of principals as instructional leaders for special education and how they support special education teachers in the small rural context. In this study, four principals from small rural schools were selected using replication logic. The findings yielded 10 instructional leadership practices for special education with three emerging and aligning with the continuous improvement and inclusive schools’ models of practice. The macro instructional leadership tasks included establishing a vision for learning, planning for instruction, and system innovation.

Author

• Amy Reed Rogers, Independent
  Presenting Author