ABSTRACT
This chapter explores how, in a climate of constant change and challenging new legal responsibilities, by creating inclusive learning environments education leaders can better enable learners to reach their potential through utilising the talents of all their staff. It provides a brief historical context of selected equality legislation in the UK before considering what inclusion in education means through the lens of the 2010 Equality Act and the statutory 2015 Special Educational Needs and Disability Code of Practice. The chapter examines the actions leaders need to take to create inclusive learning environments and the impact of the Equality Act for staff, students and communities. It consider the need for moral leadership in creating a vision based on ethical values to meet present and future needs of communities, through positive staff engagement. The chapter also examines the implications of working ethically with children, young people and staff and the whole learning community can become a force for change.
