Sources of Leadership for Inclusive Education: Creating Schools for All Children

Abstract

This study examined leadership for inclusion in three schools using Heller and Fire-stone’s leadership function theory. Data sources included interviews with school personnel and parents, and observations of inclusion meetings. Analysis revealed not only that all functions were carried out by multiple individuals in different roles, but also that people with and without formal authority made unique contributions to the success of the program. Additionally, redundant function performance was associated with institutionalization.