ABSTRACT
This chapter focuses on what leaders need to know and be able to do in order to create schools that meet the needs of students with disabilities. It is important to note that disability is often the first and only dimension of diversity that people associate with inclusion and issues of inclusivity. While for some readers this chapter will resonate with notions of inclusion and special education in schools, disability does not exist in a vacuum but in a world full of intersections between disability and other areas of difference. When we think about inclusive schooling, we are talking about shifting the way we see education-a paradigm shift, a sea change, a philosophy that undergirds planning and decision-making. In terms of disability, inclusive education at its core means all students with disabilities are learning and socializing in general education settings, and educators are providing inclusive services to meet their needs while eliminating pullout or self-contained special education programs. It is a constant effort to reject partial attempts and get beyond segregated lives, classrooms, and communities. This means we see each and every child, regardless of disability or need, as a fundamental and valued member and participant of the general education heterogeneous classroom community. This necessitates a team of professionals working together to adapt, modify, and differentiate for all students to get beyond a one-size-fits-all approach. This chapter focuses on inclusive leadership and disability. We begin with the current context of disability in schools, then proceed to summarize the research literature relating disability to the needs of school leaders, and finally detail what inclusive leadership around disability looks like with tools and case studies.
