Abstract
The chapter concentrates on exploring the notion of educational leadership and the ways in which it is linked to attempts to initiate inclusive education reforms. The role of leadership has been recognized as being crucial in precipitating and maintaining inclusive education reforms (Mayrowetz and Weinstein 1999; Riehl 2000; Kugelmass 2003; Kugelmass and Ainscow 2004; Theoharis and Causton-Theoharis 2008). Drawing insights from theories of inclusive education and educational leadership, the chapter is given over to the ways in which research on educational leadership can be applied to inclusive education (Ryan 2006a, 2006b; Edmunds and Macmillan 2010).
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