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Inclusive Education In Practice: District-Level Special Education Administrators' Leadership, Chelsea P. Tracy-Bronson

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Considering six million children ages six through 21 receive special education services in the United States (Department of Education, 2017), it is critical to examine the leadership it takes to provide equitable education to students with disabilities. This study employs a qualitative research methodology utilizing in-depth interviewing to understand the leadership experiences of seven district-level special education administrators who are committed to enacting inclusive educational practices using the following three paradigms or ideological approaches: phenomenological perspective, social construction perspective, and transformative inquiry. The following research questions guide this dissertation: 1) How do district-level special education leaders articulate their conceptualization of …