District-level inclusive leadership: leveraging legal compliance as a mechanism to propel inclusive education

The purpose was to examine actions administrators make as they are in charge of special education that aims to cultivate inclusive education.

Qualitative research methodology with phenomenological in-depth interviewing was used to understand perspectives of seven district-level special education administrators.

Results indicate participants aligned leadership to legal compliance as a tactic to justify, combat opposition, and extend inclusion.

This research contributes to the scant body of literature on educational administration needed to cultivate inclusive districts.