Chapter 4: Intersections of Autism, Race, and Class: A Social Justice Agenda for Inclusive Leadership Practices

Despite becoming a federal mandate, inclusion in general education has been a challenge for students with autism spectrum disorders, particularly in urban school settings. The needs of students in urban settings are complicated by issues of low income, language minority, and underrepresented racial minority status. School leaders in urban settings are called upon to take an active role in supporting the inclusion of students with autism. Utilizing a social justice framework, this chapter will explore how administrators and teacher leaders can promote inclusion as an ethical practice in urban settings. Recommendations are made for educational leaders to facilitate and lead inclusive educational practices for students with autism spectrum disorders in urban settings.