Abstract
Theories of educational leadership currently focus on democratic principles; some more on process; others more on purpose. At the same time, legal mandates drive the education of students with disabilities, and as a result, the administration of the diagnosis and placement of students can be antithetical to democratic leadership. This study investigates perceptions about democratic leadership as they relate to serving students with disabilities. Text data were obtained through interviews and document review. Two key tensions guided analysis: the tension to determine what democratic leadership means and the tension to share power and authority. Discussion focuses on how democratic leaders share decisions and use tensions in the administration of special education.
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