Dr. Ahmed Afia. Laroussi

Reflecting on my previous research and my current experience at various public school settings and school districts, in future studies, I would refocus my interest on the positive impact of leadership both at the local school district and school levels. That is, what are the day-today most effective decisions a leader is to make to successfully implement Inclusion as an education service delivery model. An additional area I would like to revisit pertains to the type of schools where I collected my data. Leadership practices vary from one school to the other, differ from one school district to another, and often not one classroom teacher implements inclusion as her/his peer within the same school and the same grade level. The contrast between suburban schools and Title 1 schools relative to leadership practices to implementing Inclusion is shockingly alarming. At the latter, reference to the word "Inclusion" hardly comes up in staff meetings and among teachers and administrators.