Leadership of Inclusive Special Education (On Demand: Recorded)
Main Topic: Education, Teaching and Classroom Practices
Session Type: Paper
This article proposal synthesizes qualitative research data that reveals moments of advocacy and the decisions that seven district-level special education administrators share about their enactment of inclusive educational practices. Grounded in leadership for social justice, these were tactics to intentionally cultivate inclusive services and educational strategies for all students with disabilities across district-wide practices. Data demonstrates these leaders employ advocacy tactics to ensure students with disabilities receive appropriate special education services within general education, as well as re-shape and adhere critical district policies and procedures, as a means of doing social justice leadership. The objective is to present these data around district-wide practices that lead to a theory of district reform for inclusive education that is grounded in leadership for social justice.
- Attendees will learn practical strategies, actions, and decisions that are grounded in disability advocacy that educational leaders used to enact inclusive educational opportunities for all students.
- Findings around complex advocacy strategies, student-level advocacy, capacity building, and advocacy through formal actions will be shared that will allow attendees to turn-key these tactics in their own educational settings.
Keywords: Inclusive Education; Leadership for Social Justice: Educational Leadership
View the Session: https://community.pacrim.coe.hawaii.edu/groups/4189398/feed
Dr. Chelsea Tracy-BronsonStockton University - Associate Professor
Chelsea P. Tracy-Bronson is an Associate Professor at Stockton University. Her research, teaching, and consulting center on creating and sustaining inclusive education in districts, schools, and classrooms. She has co-authored three books with Brookes Publishing Company about how to seamlessly provide inclusive education and inclusive related service provision entitled, The Educator’s Handbook for Inclusive School Practices, The Occupational Therapists Handbook for Effective Support in Inclusive Classrooms and The Speech and Language Pathologists Handbook for Effective Support in Inclusive Classrooms. Her research articles have been published in the Journal of Special Education Leadership, The International Journal of Whole Schooling, and Teachers College Record. She won three national awards at the American Educational Research Association for her dissertation research, including the Division A Administration Dissertation Award Honorable Mention, the Districts in Research and Reform SIG Outstanding Dissertation Award, and the Leadership for Social Justice SIG Dissertation Award.