Ensuring inclusive environments for students with disabilities: school leaders play a linchpin role

Publication Date

September 2018

Document Type

Article

Publication Title

Journal of Educational Administration and History

Volume

50

Issue

3

DOI

10.1080/00220620.2018.1515185

First Page

1

Last Page

10

Abstract

Inclusion refers to the practice of educating students with disabilities in the general education setting. This concept stems from the seminal United States Congressional legislation PL 94-142, and its subsequent reauthorised amendments, which mandate that students with disabilities be educated in the general education setting with their ‘non-disabled’ peers to the maximum extent possible. IDEIA’s legal mandates underscore the stark reality of discrimination and exclusion faced by individuals with disabilities within schools and society. Although progress has been made in advancing equity agendas of access and academic achievement, few would deny that significant work remains. If all individuals, including those with disabilities are to achieve their birthright of full integration into society, schools must reflect integration at all levels. This article provides a historical perspective on the inclusion movement, discusses the role school leaders play in ensuring inclusive environments and concludes with recommendations for future school leaders and teachers.

Keywords

Inclusion, integration, school leaders, special education, disability studies

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