Leadership for Inclusive Practices

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.