Graduation rates for high school students across the country have long been a focus for educators and policy makers. More specifically, graduating students with disabilities has consistently been a greater challenge for school districts. School leadership is complex and special education presents school leaders with an even greater challenge in an era of comprehensive school reform. Research suggests that the principal’s role is crucial in the special education process leading to positive outcomes for students with disabilities. Over the last twenty years, the relationship between school leadership and special education has not received much focus. Until recently, the school principal’s job was narrowly defined as a manager and school disciplinarian. With increased attention to school performance, the school principal is being asked to pay attention and impact the instructional outcomes within their schools. Effective leaders committed to success of all students could engage other members of the school team and could advance outcomes for all students, particularly students with disabilities. Skilled school leaders that invest the time necessary to create policies and procedures that are well defined and understood throughout the building help to facilitate greater opportunities among students. In sum, principals that can foster both clear communication and collaboration help to ensure that the school team is well equipped to handle the many challenges associated with graduating students with disabilities on time.
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