Legal Compliance While Leading Inclusive Special Education: Administrator's Actions

• In Event: Inclusive Education: Considerations From Multiple Perspectives

Abstract

The purpose of this study was to examine actions district administrators in the United States make as they are in charge of special education that aims to cultivate inclusive educational environments for students with disabilities. Grounded in a leadership for social justice theoretical framework, this study employs qualitative research methodology with phenomenological in-depth interviewing to understand lived experiences and perspectives of seven district-level special education leaders committed to inclusive school practices. Results indicate participants use deep understanding of legal foundations as rationale for analysis and decision-making related to special education practices in districts. By aligning leadership to legal compliance, participants used this tactic to justify, combat opposition, and extend inclusive practices.

Author

• Chelsea Tracy-Bronson, Stockton University