Educational Leaders and Inclusive Education: Perceptions, Roles, and Responsibilities.

摘要

This three article dissertation explores educational leaders' perceptions, roles, and responsibilities associated with inclusive special education. Educational leaders include district leaders involved in the special education decision-making process, principals, and assistant principals. Article one provides a detailed literature review outlining the history and relevant research pertinent to the topic of inclusive education and educational leaders' perceptions, roles, and responsibilities. The underlying theoretical framework of transformational leadership guides this literature review. Article two is a qualitative case study that examines the perceptions of educational leaders who work in a successfully inclusive district. Article three is a practical training for educational leaders and was developed from current research and findings presented in article two. The aim of the practical training is to provide educational leaders with knowledge, skills, and strategies to sustain or improve inclusive education in their districts through the use of transformational leadership traits.