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Leadership and Inclusion in Special Education
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- Author(s) / Creator(s)
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This paper examines the impact of relational leadership practices on fostering meaningful and equitable parent and caregiver engagement in Alberta’s special education programs. It explores how school leaders can employ relational leadership to bridge systemic gaps between home, school, and community, ultimately enhancing student outcomes through collaboration, trust, and shared responsibility. Drawing on Uhl-Bien’s Relational Leadership Theory, this research investigates how leadership dynamics, such as interdependence, mutual influence, and contextual adaptability, can support inclusive and equity-focused educational practices. Highlighted are barriers to parental engagement, including socioeconomic and cultural challenges. Emphasized is the importance of shifting from a deficit-based view of parent involvement to a strengths-based, relationship-driven approach. By integrating relational leadership principles into school policies, professional development, and systemic support structures, this paper provides actionable recommendations for school leaders to create more inclusive, collaborative, and trust-based special education environments.
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- Date created
- 2025-04-06
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- Subjects / Keywords
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- Type of Item
- Research Material