Leading Effective Inclusive Schools: How Principals’ Inclusive Consciousness Influences Their Leadership Enactment

Abstract

Purpose: In effective inclusive schools, principals must be adept at delivering high academic achievement outcomes and providing an inclusive education for students with and without disabilities. Leadership for effective inclusive schools is predicated upon principals’ inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Research Methods/Approach: Data were collected from four effective inclusive elementary school principals in the southeastern United States using a basic qualitative methodology and included a series two of semi-structured interviews and field notes. Data were analyzed via the constant comparative and cross-case methods and coded using open, axial, and selective coding procedures. Findings: Findings indicated that how principals (a) exhibited a disposition for inclusion; and (b) engaged in effective and inclusive leadership behaviors determined their acquisition, development, and demonstration of an inclusive consciousness that guided their leadership of effective inclusive schools. Implications for Research and Practice: Findings underscore the need to develop and enrich principal preparation for special education to include inclusive leadership and instructional leadership capacity for students with disabilities. This study also identified the need to support current principals in special education policy and practice.