The SAGE Handbook of Special Education brings together the most up to date knowledge of this area and will serve as the major source book of authoritative information and ideas about current and future directions for special education. It aims to examine the intricate relations between theory, research, and practice, and places a particular emphasis on international policies such as Education for All, and inclusive education as a strategy for achieving it. This comprehensive, research-based work, assembles scholarship on an international level, and covers topics that transcend national boundaries.
Chapter 37: Leadership for Social Justice and Inclusion
Leadership for Social Justice and Inclusion
The purpose of this chapter is to describe a social justice framework with the related values, beliefs, knowledge, and skills that are needed by educational administrators to ensure that schools are inclusive and have the capacity to support students with disabilities and their families. Our vision for social justice in schools and communities is based on a belief that social institutions must be organized and structured to value and include the experiences and perspectives of all members. We believe we can no longer afford to differentially privilege students who possess social capital commonly associated with the dominant culture. Leading for social justice and inclusion means leading for all. School leaders must recognize, understand, and promote ...