Translating theory to practice for principals working within inclusive education policy

In the 21st century, inclusive education is considered not just good practice,

but a right for all children, including students with disabilities (McLeskey

et al. 2014; Peters 2007). As a reflection of this philosophy, many countries

have passed legislation and policies establishing the right of children with disabilities

to have the same educational opportunities as their peers (Artiles

et al. 2011). Recent research (Graham and Spandagou 2011; Webster and

Roberts 2015) suggests that although school leaders may believe in the theory

of inclusive education, they often experience difficulties with the practical

reality of addressing the diverse needs of students with disabilities within the

mainstream curriculum and environment.