Abstract

Today the vast majority of students with disabilities in the U.S. participate in general education settings (McLeskey, Landers, Williamson & Hoppey, 2012) and are expected to make progress toward the same standards established for all students (No Child Left Behind, 2001; Individuals with Disabilities Education Act, 2004) while also meeting other goals as outlined in the Individual Educational Program (IEP). Principals are in a unique and influential position to improve opportunities for students with disabilities by setting a positive tone for inclusion (DiPaola & Walther-Thomas, 2003; Salisbury, 2006), advocating for students with disabilities in their schools (Boscardin & Jacobson, 1997), and taking action to assure that all students have high-quality learning opportunities (McLeskey & Waldron, 2011). These expectations are consistent with the Interstate School Leaders Licensure Consortium (ISLLC) Standards, which emphasize the school leader’s role in facilitating the learning of every student.