Organizing for Inclusion: Do Fast-Growth Districts’ Systematic Approaches Facilitate or Constrain Principals’ Efforts?

• In Event: Exceptional Leadership: Administrative Considerations for Special Education and Student Sucess

Abstract

Practices and policies associated with the organizational operations and effectiveness of schools and districts within the context of special education do not always lend themselves to an inclusive learning environment. For this study, we explore the ways in which three fast-growth districts’ organizational structure and systematic approach to special education facilitated and constrained school leaders’ efforts to coordinate the learning of students with disabilities within their schools. While the need to create an environment of belonging for students with disabilities is recognized, the context within which the school principal is required to operate presents a much more complicated and nuanced picture.

Authors

• Barbara L. Pazey, University of North Texas

• Pinyi Wang, University of Florida

• April Miles, Texas State University