Creating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.,This paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.,The research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.,The paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.,The paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.

中文翻译：

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有效的全纳学校中残疾学生的校长领导

为残疾学生建立包容性学校是全世界校长的一项主要领导责任。每个国家，地区和地方背景都不尽相同，但是每个校长都可以帮助创建和支持融合学校。本文的目的是描述美国全纳教育和学校领导的不断变化的背景，使之与既定的领导框架相一致（Hitt和Tucker，2016年），因为Hitt和Tucker领域与包容性学校领导的工作。作者强调，包容性领导与校长工作的现有概念是一致的。作者考虑了支持包容性学校的具体政策和组织条件，并强调了可以在世界范围内应用的校长的成功和持续挑战。本文采用探索性方法回顾了美国有关学校领导的政策和经验文献，以寻求有效的方法。包容性学校。作者从学校的研究综合和教育领导力，特殊教育领域的领先期刊中的包容性领导力中汲取了时间，并着重讨论了学校领导力的编辑著作。作者分析了围绕领导力实践，组织和社会条件以及挑战共同主题。该研究综述确定了支持美国全纳教育的有效领导实践，并对这些发现与国际研究和实践之间的关系进行了批判性讨论。本文考虑了国家政策背景的相关性，同时对全纳学校领导进行了回顾对决策者和从业者有深刻见解的学校，他们希望在全球范围内建立更多的融合学校。因此，本次审查为就学校领导能力进行包容性进行国际比较对话奠定了基础。本文考虑了国家政策背景的相关性，同时对全纳学校的学校领导进行了回顾，这对于寻求在世界范围内建立更多全纳学校的政策制定者和从业者具有深刻的见解。美国。因此，本次审查为就学校领导能力进行包容性进行国际比较对话奠定了基础。本文考虑了国家政策背景的相关性，同时对全纳学校的学校领导进行了回顾，这对于寻求在世界范围内建立更多全纳学校的政策制定者和从业者具有深刻的见解。美国。因此，本次审查为就学校领导能力进行包容性进行国际比较对话奠定了基础。