Leadership in inclusive education: a professional development agenda for special education

Leadership roles in special education have changed dramatically over recent years. Stephen Powers, Stephen Rayner and Helen Gunter, all of whom are lecturers and researchers in the School of Education at the University of Birmingham, conducted a questionnaire survey of the perceived professional development needs of heads, deputies and senior staff working in specialist contexts. The results reveal a significant concern with organisationally focused issues; support for school- and LEA-based courses and higher education provision; but a perceived lack of Government-funded training addressing the needs of those in leadership roles in special education. The authors conclude this article with a call for interested readers to become involved in further research in this important area.