This case involves a high school principal dealing with increasing numbers of students with “invisible disabilities” in his school while faced with ever-present budgetary cuts, perennially substandard academic performance, and low teacher morale. This case seeks to investigate how a principal, faced with an unsupportive Board interested only in raising test scores as well as teachers complaining about students with disabilities disrupting their classes, can foster a climate of inclusivity while creating conditions aimed at the academic success of all students in this financially strapped, low-performing school serving children in poverty.
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