Inclusive School Reform

Distributed Leadership across the Change Process

Authored by: Bonnie S. Billingsley

Handbook of Leadership and Administration for Special Education

Print publication date:  June  2012
Online publication date:  May  2012

Print ISBN: 9780415872805
eBook ISBN: 9780203837313
Adobe ISBN: 9781136869693

10.4324/9780203837313.ch10

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Abstract

An important question facing educational leaders is how to plan change and build capacity to effectively include and educate students with disabilities in general education settings so that these students can achieve important educational outcomes. School reform is difficult even with knowledgeable and willing participants and leaders often underestimate the complexity involved in the change process (Elmore, 2004; Fullan, 2007). Inclusive reform is viewed as a particularly challenging reform (Mayrowetz & Weinstein, 1999; Sindelar, Shearer, Yendol-Hoppey, & Liebert, 2006) requiring different ways of thinking about the organizational structures of schools (Boscardin & Jacobson, 1997) and how the work of leaders is conceptualized (Mayrowetz & Weinstein). Although the leadership literature on inclusive reform is modest in its scope, there is a specific body of literature that describes the work of leaders as they led change in schools. In this chapter, findings from the research on inclusive school reform in the U.S. are reviewed.

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