Leading with Equity: Supporting School Leaders in Navigating Special Education Practices and Unpacking Implicit Bias

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Socially-Just Leadership for Marginalized Identities

Abstract

School leaders can be catalysts for inclusive education, yet many lack foundational knowledge of special education’s legal, historical, and pedagogical frameworks (Losen & Orfield, 2002; Pazey & Cole, 2013). This gap perpetuates systemic inequities that disproportionately impact students with disabilities from historically marginalized communities. This chapter offers strategies for building administrators’ capacity to support, supervise, and advocate for special education programs through an equity-oriented leadership lens (Theoharis, 2007; Kozleski, 2020). Emphasis is placed on IEPs, collaborative problem-solving, and service delivery, while also addressing how implicit bias affects discipline, placement, and family engagement (Skiba et al., 2008; Artiles, 2011). Using case studies and reflective tools, the chapter supports the development of culturally humble leaders equipped to challenge ableist structures and promote educational justice.

Author

• Kristin Vogel-Campbell, North Point Educational Service Center