Leading for Inclusion: Principals Reimagining Educational Equity Through Networked Improvement Communities

• In Event: AERA Roundtable Session Friday 1:45 pm
  In Roundtable Session: Instructional & Professional Learning Leadership

Abstract

Students with disabilities, especially those from racially and linguistically marginalized groups, remain excluded from full participation in general education. This qualitative study explores the role of school leaders in implementing inclusive practices through a Networked Improvement Community (NIC) in a rural district near the U.S.–Mexico border. Six principals engaged in five sessions focused on inclusive leadership. Data were analyzed using two cycles of coding based on Saldaña’s (2021) framework. Key themes included principals’ limited knowledge of special education, the need for staff training, and systemic barriers to inclusion. Findings highlight the importance of targeted professional development for school leaders and position NICs as a promising structure for building inclusive leadership capacity aligned with state legislative priorities.

Authors

• Meghan E. Cosier, Chapman University

• Angelica Munoz, Chapman University

• Kari Adams, Chapman University

• Audri Sandoval Gomez, Chapman University