Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs

As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways which principals are engaged this process. This article is response gap and aims examine question: What types experiences do identify as formational their fostering schools? Based on analysis data collected from 285 six provinces Canada, four key themes identified including: relationships, modelling behaviours, communication principal isolation preparation. These examined consideration for how principals’ professional leadership schools. result, article’s significance its examination these influence practice supporting