Chapter 27: Uncovering District and Campus Leaders’ Practices Around Special Education: Preparing Aspiring Leaders to Advocate for and Address the Needs of Special Education Students and Stakeholders

This case study presents the findings of three aspiring leaders in a 15-month principal preparation residency program and their experiences observing, leading, and implementing special education best practices in rural, suburban, and urban school districts and school settings. The aspiring leaders engaged with district leaders and campus principal mentors on daily practices, policy and law implementation, and the monitoring of progress of services provided to students in special education. Interview and study findings revealed inconsistencies between district special education expectations and campus implementation. The findings exposed an absence of school leaders formally leading special education meetings, while aspiring leaders learned to engage in deeper advocacy and engagement with special education students and teachers. This study provides implications for school districts, schools, and principal preparation programs to provide the important training support for aspiring and current leaders to effectively lead the inclusive work involved with special education.