Inclusive Education: Exploring The Roles, Leadership,
and Recognition of Special Educators As Agents of
Inclusion
Mary Veronica Punitha P.D, A Turin Martina
Academia and Society, Vol. 12, No. 2, 2026.
DOI: https://doi.org/10.6025/aas/2025/12/2/57-72
Link: https://www.dline.info/aas/fulltext/v12n2/aasv12n2_5.pdf
Abstract:
Regular schools are moving towards inclusion and redefining their policies, vision,
and mission to include diverse populations. In this shift, the roles of special
educators have undergone significant evolution. They not only teach students
with disabilities, but they also support the entire school in implementing
the inclusive practices. They have become guides, collaborators, co-teachers
advocates, and facilitators to manage the schoolâ€™s inclusion requirements. Through
these contributions, they have become the schoolâ€™s agent of inclusion
and informal leaders.
This qualitative study, conducted through semi structured interviews and reflective
questionnaires, highlights the shift in roles, the leadership behaviours
and the recognition they receive from their school. Findings reveal how special
educators are central to the inclusive transformation of schools and the need
for recognising their contributions in building inclusive schools.