Disability Justice and the Evolution of Inclusive Educational Leadership: Integrating the Social Model of Disability in Urban School Districts (Room 910)

This session will explore the findings from a phenomenological study that explored how the lived experiences of urban principals shaped their views on inclusive practices when making decisions for students with IEPs. The findings revealed how ableist ideologies influence instructional design and how K-16 education socializes educators to approaches that conflict with disability justice. Grounded in DisCrit and institutional theory, the session will highlight how, through the medical model approach to disability, school staff might unintentionally reinforce biases, particularly impacting Black students, through a eugenicist's view of disability and race.  The research emphasizes the need for school districts to leverage the social model of disability to empower leaders to resist exclusion and advocate for students’ rights. Therefore, session participants will utilize the observation tool used by the study participants to identify ableist practices and language within school settings. Revealing how exclusionary language is used amongst educators casually throughout the school may support participants in addressing biases and fostering more inclusive environments. 

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