Special Needs Education: Implications for School Management and Teacher Leadership

Abstract

The global shift toward inclusive education, catalyzed by frameworks such as the Salamanca Statement, has fundamentally transformed the operational landscape of schools, necessitating a re-examination of traditional management structures and leadership paradigms (Khasawneh, 2020). This transformation places significant responsibility on school administrators to not only uphold the legal entitlements of students with disabilities but also to actively bridge the disciplines of general and special education leadership (Pazey & Combes, 2020).