Leading Inclusive Reform for Students With Disabilities: A School and System-Wide Approach

• In Event: Inclusive Leadership Promoting Social Justice Praxis

Abstract

School leaders are instrumental figures in creating and carrying out a vision for inclusive schools. Each year since students with disabilities were guaranteed the right to a free and appropriate pubic education, more students with disabilities are being educated in general education schools and classrooms. Inclusion has evolved over time and increasingly schools are giving students with disabilities access to rich academic instruction, connection to their peers, and full membership in their schools and communities. This, in conjunction with the new era of standards where schools and districts are being held increasingly accountable for the achievement of students with disabilities, has created the need to focus on inclusive leadership with regards to special education. This article examines strategies and guiding principles for leaders to create inclusive schools and districts for all students regardless of ability/disability. First, we focus on district policy, guiding principles, and procedures to give all students access to general education curriculum, instruction, and their peers. Next, we turn to school level inclusive reform including: service delivery, school structures and staffing, and classroom practices. The article concludes with implications from special education inclusive reform that are applicable across other areas of difference.

Authors

• George Theoharis, Syracuse University

• Julie N. Causton-Theoharis, Syracuse University