ABSTRACT
School principals lead instruction in the context of evolving educational policies as they work with others to meet the needs of an increasingly diverse student population. Although strides have been made in teaching students with disabilities in inclusive classrooms, focused efforts are needed to help these students achieve at high levels. In this chapter, the authors draw on several strands of research from the general and special education leadership literature to conceptualize principals’ work in supporting the achievement of students with disabilities in inclusive school contexts. Key leadership practices are identified considering inclusive leadership, instructional leadership, and the support of parent and family partnerships. Although the focus is on school principals as the designated leaders of special education in their buildings, the authors also consider the importance of shared leadership and decision-making, emphasizing the contributions of teachers, other service providers, and parents. Consideration is also given to how local special education administrators, responsible for programs and services for students with disabilities across the district, can provide support to school leaders.
