Abstract
Educational leaders are expected to lead schools for increased outcomes for all students. Effective leadership of inclusive schools requires certain skills and dispositions. However, many principals do not have background in special education and there is criticism that educational leadership preparation programs are inadequately preparing aspiring school leaders. In this study, we surveyed graduate students in a leadership preparation program to understand their perceptions of their knowledge and skills related to leading inclusive schools. The results of the study contribute to the body of research regarding curricular and experiential changes needed in preparation programs to prepare leaders for inclusive schools.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
