District Administrators Enact Ethical Leadership for Inclusion, Equity, Justice, and Love

• In Event: AERA Roundtable Session Saturday 1:30 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Engaging Leadership and Change in Educational Systems and Practices (Table 2)

Abstract

The purpose is to understand habits and practices of district-level leaders who operate with a moral and ethical dimension to lead inclusive districts that include students with disabilities. This research is embedded within a conceptual framework centered on inclusive education, leadership as a habit of the heart, and existing theoretical framing of leadership for social justice and disability studies in education. Qualitative research methodology with in-depth interviewing, district documents, and debriefing of interview transcriptions served as the data collection method to understand experiences and practices of seven district-level special education leaders. Findings reveal participants had an internal moral compass, developed a sense of responsibility for all learners, and facilitated dialogue around core values to shift educational practice toward inclusion.

Author

• Chelsea Tracy-Bronson, Stockton University