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

中文翻译：

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包容性学校领导：检查加拿大学校校长在支持有特殊教育需求的学生方面的经验

由于学校系统努力支持包容性学校中有特殊教育需求的学生，一直缺乏解决校长参与这一过程的方式的学术文献。本文是对这一差距的回应，旨在研究以下问题：校长认为在支持有特殊教育需求的学生和培养包容性学校方面哪些类型的经验是形成性的？根据对从加拿大六个省的 285 名校长收集的数据进行的分析，确定了四个关键主题，包括：关系、建模行为、沟通和校长孤立以及准备不足。研究这些主题时会考虑如何支持校长在培养包容性学校方面的专业领导能力。因此，