Exploring the Role of Educational Leaders in Fostering Inclusive Schools for Students with Disabilities in China
DOI:
https://doi.org/10.53797/ujssh.v4i1.41.2025Keywords:
Inclusive education, educational leadership, disability inclusion, China education policy, rural-urban disparitiesAbstract
This study examines the critical role of educational leaders in fostering inclusive education for students with disabilities in China, focusing on their practices, challenges, and impact on policy implementation. Using a quantitative research design, the study surveyed 450 educational leaders, including principals, administrators, and special education coordinators, across urban and rural regions. Findings reveal significant correlations between effective leadership practices—such as policy advocacy, resource allocation, and teacher training—and improved inclusive education outcomes (p < 0.01). However, persistent barriers, including exam-oriented pressures (M = 4.2/5) and regional disparities in resource availability, hinder equitable implementation. Urban schools demonstrated higher inclusion rates (89.2% enrollment) compared to rural areas (58.7%), highlighting systemic inequities. Regression analysis confirmed that leadership commitment (β = 0.38, *p* < 0.001) and teacher training (β = 0.41, *p* < 0.001) were the strongest predictors of successful inclusion. The study provides empirical evidence for policymakers to address gaps in leadership training and resource distribution, particularly in underserved regions. Recommendations include localized professional development programs and policy reforms to align inclusive practices with China’s educational goals.
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