Supporting Principals and School Leaders as they Develop Inclusive School Environments

LEAD TO INCLUDE

Supporting Principals and other School Leaders as they Develop Inclusive School Environments

Our research team is committed to providing support and resources to Principals and School Leaders as they navigate how to build inclusive school environments for students.

WHO WE

ARE

FEATURED UPDATES

Dr. Sider and colleagues from the LTI team will be in St. Lucia from Nov. 19-26, working with the Ministry of Education special education team. They will be working collaboratively to offer autism training. As well, the team will be planning for a regional inclusive education conference to be posted in February 2025.

Keep an eye out for the Lead to Include GEM Report background paper releasing on October 31st, 2024! Dr. Sider and LTI team colleagues have collaborated to develop the Lead to include: educational leadership for inclusive education paper which explores the impacts of leadership practices on educational outcomes globally.

Dr. Steve Sider has been working with OPC, CPCO, and ADFO (the three Ontario principals’ associations) for the past three years on an annual podcast “Special Education for School Leaders – Leading Authentically.” Read the descriptions of each episode below and click on each image to listen!

"It is crucial to recognize our positionality in the research because it allows us to recognize the power or privilege that we bring to the context" (LTI podcast, 2023, 6:45).

Lead To Include

Supporting Principals and School Leaders as they Develop Inclusive School Environments

LEAD TO INCLUDE

WHO WE

ARE

FEATURED UPDATES

Dr. Steve Sider has been working with OPC, CPCO, and ADFO (the three Ontario principals’ associations) for the past three years on an annual podcast “Special Education for School Leaders – Leading Authentically.” Read the descriptions of each episode below and click on each image to listen!

Follow Lead to Include on Instagram!

We would like to acknowledge that this research was funded and made possible by the Social Sciences and Humanities Research Council of Canada (SSHRC).

The team is grateful to all of the school leaders who contributed to our research.