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

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

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Dr. M.C. Kate Esposito is a professor in the Special Education Program in the College of Education at California State University, Dominguez Hills. Dr Esposito conducts and publishes research in the areas of teacher recruitment, teacher preparation and inclusive practices. She received her BA and MA from Loyola Marymount University and her PhD from the University of Southern California. She holds Multiple Subject and Mild/Moderate Teaching Credentials. Additionally, she has served on editorial and executive boards of scholarly journals and professional organisations.

Dr. Kimmie Tang has over 18 years of experience in the area of special education - as a teacher, administrator, researcher, consultant, and college faculty member. Dr Tang has conducted presentations in the areas of instructional strategies, inclusion, collaboration/teaming, and special education law. She received her BA from Occidental College, MA from California State University of Dominguez Hills, and doctoral degree from the University of Southern California. She holds Special Education Teaching Credentials in Early Childhood, Mild/Moderate, and Moderate/Severe, and an Administrative Credential, among other certifications.

Dr. Saili S. Kulkarni is an Assistant Professor of Special Education at San José State University. Her research highlights the beliefs of special education teachers of colour using Disability Studies and Critical Race Theory (DisCrit). Dr Kulkarni was an Assistant Professor of Special Education at California State University-Dominguez Hills from 2015 to 2018 and received her doctorate from the University of Wisconsin-Madison. Prior to her academic work, she was an inclusion specialist in Oakland Unified School District where she worked with students with mild/moderate and moderate/severe disabilities in elementary schools. Dr Kulkarni is a member of the Edward Alexander Bouchet Honor Society and continues the society's mission of supporting and mentoring students of colour in pursuing research, graduate studies, and scholarship opportunities.