Leading With Equity: Supporting School Leaders in Navigating Special Education Practices and Unpacking Implicit Bias

Abstract

School site and district administrators have the potential to be change agents for inclusive schools and to provide equitable access to special education services. Despite this, many leaders lack the background knowledge of the historical context of special education in the United States, including relevant laws, procedures, and pedagogical practices. This lack of knowledge perpetuates systemic inequities that significantly affect students with disabilities, particularly those from historically marginalized communities (Losen & Orfield, 2002; Pazey & Cole, 2013). This chapter explores strategies for building the capacity of school and district leaders to effectively support, supervise, and advocate for special education programs within their schools. Rooted in principles of equity-oriented leadership, it highlights the necessity of acquiring a working knowledge of individualized education programs, collaborative problem-solving, and the range of services available. Additionally, it discusses how implicit bias can influence discipline, student placement, and family engagement, often to the detriment of students of color and culturally and linguistically diverse families (Artiles, 2011; Skiba et al., 2008). Through real world scenarios, reflection, and professional development, the chapter outlines practical steps for leadership that focus on cultural humility and inclusive mindset theories (Kozleski, 2020; Theoharis, 2007). The aim of this chapter is to promote the development of administrators’ critical self-awareness and procedural knowledge, which are crucial for dismantling ableist structures and promoting educational justice for all learners.