Leadership for inclusive schools and inclusive school leadership

Research output: Contribution to Book/ReportChapter


In this chapter the authors explore what it means to be an inclusive school leader through a discourse that focuses on “out of the box” approaches in preparing future school leaders to push the envelope of inclusive leadership practice. The purpose of this chapter is to (a) define inclusive education and leadership; (b) describe prevailing theoretical frameworks for leadership in inclusive education and build on emerging theories of inclusive psychology and inclusive pedagogy; (c) identify promising practices for leadership in inclusive education; (d) identify emerging understandings of leadership roles in inclusive education; and (e) suggest recommendations for policy, practice, and leadership preparation. In both the USA and the UK, contrasting and polarizing discourses that focus leaders’ attention on attainment and performance for pupils and appear to compete with the leadership role in including (i.e., effectively educating) those students who are known to have achievement gaps (e.g., those with disabilities). Alternative perspectives are offered that frame leadership for inclusive education in terms of broader concepts such as “leadership for learning.”
Original languageEnglish
Title of host publicationGlobal Perspectives on Educational Leadership Reform
EditorsAnthony Normore
Place of PublicationBingley
Number of pages31
ISBN (Electronic)9780857244468
ISBN (Print)9780857244451
Publication statusPublished - 8 Nov 2010

Publication series

NameAdvances in educational administration


  • Leadership
  • Inclusive schools
  • Inclusive classrooms
  • School leadership
  • Inclusion


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