Researchers in special education and educational leadership have engaged in collective efforts to highlight the critical role of the principal when it comes to creating inclusive schools for students with disabilities. Primarily, research and prescriptive writings have focused on a set of school improvement practices tailored to creating systems, interventions, and teaching practices that support inclusion. However, much of this scholarship has overlooked the importance of disability identity development. In this article, we review leadership practices that support inclusion with a focus on how principals can foster a school that supports positive disability identity development through a social model perspective.

特殊教育和教育领导层的研究人员共同努力，突出了校长在为残疾学生建立包容性学校方面的关键作用。首先，研究和说明性著作着重于一系列针对学校改进的实践，这些实践是针对创建支持融合的系统，干预措施和教学实践而量身定制的。但是，许多奖学金忽略了残疾人身份发展的重要性。在本文中，我们将回顾支持包容性的领导力实践，重点是校长如何通过社会模式的观点来培育支持积极的残疾人身份发展的学校。