Title: Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom
Abstract: Understanding how leaders in school districts develop,
implement, and sustain effective inclusive practices in schools
that continuously enable students with disabilities (SWDs) to be
consistently immersed in appropriate learning environments is a
complex task. Research indicates that successful inclusive
policies, structures, and beliefs are developed contextually and
are not always transferable. More research needs to be done on
inclusive practices that are implemented by district and school
leaders and their effects on students with disabilities. As part of
a group qualitative case study about inclusive leadership practices
in a diverse urban school district in Massachusetts (Northside
Public Schools), the purpose of this individual study was to
examine leadership practices that undergird inclusion for students
with disabilities in the general education classroom. Interview
data from sixteen district and school leaders, six teachers in a
focus group interview, and public documents provided data for
analysis through a Universal Design for Learning (UDL) framework.
Findings indicate that strong welcoming school environments and the
leader’s vision for inclusion are important, but will not
necessarily lead to improved achievement outcomes for SWDs. Leaders
should build from inclusive values and determine appropriate steps
to intentionally remove barriers to the curriculum for SWDs in the
general education classroom.
Publication Year: 2020
Publication Date: 2020-01-01
Language: en
Type: article
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