School leaders serve as advocates for special education

In Nashville, during a session at the National School Leadership Conference on Tuesday, two early childhood educators emphasized the crucial role of school leaders in fostering an inclusive culture, especially for students with disabilities.

Erika Gunter, assistant principal of Brandywine Early Education Programs, and Shanique Royce, assistant principal of Red Clay Early Years Program in Wilmington, Delaware, highlighted the importance of promoting the belief that all children can thrive in age-appropriate general education classrooms with tailored curriculums. They noted that inclusive learning benefits students both with and without disabilities.

According to Gunter, fostering inclusion involves practical actions such as providing students with opportunities to demonstrate their knowledge, offering support through tailored instruction, setting high expectations, and maintaining a belief in students’ ability to succeed.

Gunter stressed the significance of maintaining high expectations for students with individualized education programs (IEPs) while acknowledging that their success may not always align with conventional grading standards.

Gunter and Royce advocated for a shift in mindset towards “presuming competence,” emphasizing the need to focus on students’ potential rather than limitations. Gunter emphasized the importance of always giving students a chance to try, implementing modifications effectively, and making data-driven decisions about the appropriate educational settings for students when necessary.

The educators outlined key actions that school leaders can take to promote inclusivity, including establishing an inclusive vision, enhancing staff capabilities through professional development, fostering collaboration between general and special educators, allocating resources for inclusive practices, engaging families and communities, and using data to inform decision-making.

Royce highlighted the social benefits of inclusive classrooms, noting that interactions between students with and without disabilities are vital for promoting positive social experiences and exposure for all students.