District-level inclusive leadership: leveraging legal compliance as a mechanism to propel inclusive education

Purpose The purpose was to examine actions administrators make as they are in charge of special education that aims to cultivate inclusive education. Design/methodology/approach Qualitative research methodology with phenomenological in-depth interviewing was used to understand perspectives of seven district-level special education administrators. Findings Results indicate participants aligned leadership to legal compliance as a tactic to justify, combat opposition, and extend inclusion. Originality/value This research contributes to the scant body of literature on educational administration needed to cultivate inclusive districts.