Principals Leading Beyond Inclusion

• In Event: Promoting Equity Through Inclusive Leadership Practices

Abstract

The term inclusion itself problematizes the stigma of labeling and further marginalizes the education of students who do not meet the normative ideals of schooling. In contrast, Frattura and Capper (2007) suggest leaders develop, promote, and support "…integrated comprehensive services (ICS)." No study to date examines how this specific type of leader—principals committed to the education of all students labeled with disabilities integrated into the fabric of the school—enact this leadership that becomes policy. Due to this gap in the literature, this qualitative multi-case study of two schools addresses one research question: (1) How do leaders committed to the education of students labeled for special education enact integrated comprehensive services (ICS) that becomes policy?

Author

• Heather L. Dunham-Roth, University of Louisiana at Lafayette
  Presenting Author