All In: Fostering Collaborative Leadership Practices in Individual Education Programs to Promote Inclusive and Equitable Opportunities for Students With Disabilities

Abstract

This teaching case examines the challenges of building collaborative teams and fostering shared responsibility for student success in PreK–12 settings, with particular attention to the ways Individualized Education Program (IEP) teams support students with disabilities and advance inclusive practices. Despite federal mandates such as the Individuals with Disabilities Education Act (IDEA) and research underscoring the importance of collaborative student support, Riverbend Unified School District (RUSD) continues to struggle with implementing effective collaborative efforts to ensure equitable and inclusive practices. These challenges have resulted in unintended consequences, including staff discord, family disengagement, and reduced educational opportunities for students. The case highlights the urgent need for stronger strategies to support collaboration, expand meaningful inclusive opportunities, and address the complexities of providing all students with equitable and appropriate levels of support.

Keywords

special education leadership inclusive practices collaborative leadership practices

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