Ensuring inclusive environments for students with disabilities: school leaders play a linchpin role |
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| Authors: | MC Kate Esposito Kimmie Tang Saili S Kulkarni |
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| Institution: | 1. Teacher Education, California State University, Dominguez Hills, Carson, CAkesposito@csudh.edu;3. Teacher Education, California State University, Dominguez Hills, Carson, CA;4. Special Education Department, San Jose State University, San Jose, CA |
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| Abstract: | ABSTRACTInclusion 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. |
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| Keywords: | Inclusion integration school leaders special education disability studies |
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