Inclusive Special Education Practice Needed to Advance Equality and Participation for Students With Disabilities

• In Event: Sunday Roundtable Session 3:05 pm
  In Roundtable Session: Perception and Participation of Students With Disabilities in Inclusive Contexts (Table 18)

Abstract

This article synthesizes qualitative research data that reveal the decisions seven district-level special education leaders share about their enactment of inclusive educational practices. Grounded in leadership for social justice and disability studies in education, these were tactics to intentionally cultivate inclusive services and educational strategies for all students with disabilities across district-wide practices. Data demonstrates leaders employ advocacy tactics to ensure students with disabilities receive appropriate special education services within general education, as well as re-shape and adhere critical district policies and procedures, as a means of promoting access to equitable inclusive education.

Author

• Chelsea Tracy-Bronson, Stockton University