The Administrative Climate and Context of Inclusive Elementary Schools

Abstract

Inclusive education has emerged as a schoolwide improvement approach for educating students with diverse abilities in general education classes. Despite the key role of principals in school improvement initiatives, few empirical studies have been reported of the administrative climate and context of inclusive schools. Five elementary schools actively engaged in inclusive approaches were studied using survey, observation, and interview methods. Findings revealed (a) commonalities in leadership practices and core principles across this diverse sample of schools, (b) consistent patterns in measured climate indices, and (c) a range of administrative strategies used by principals to promote inclusive practices. Implications for future research and practice are discussed.

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