This study aspired to understand the practices implemented by school leaders to ensure deaf and hard-of-hearing students have access to nonacademic and extracurricular activities and services commensurate with their hearing peers. The participants for this study were school leaders as well as non-school leaders who worked with deaf and hard-of-hearing students in their nonacademic and extracurricular activities in secondary public schools. The data were collected through document reviews and semi-structured interviews to address the research question: What are the practices, if any, that school leaders implement and employ to support their staff in developing transformative leadership skills to ensure a culture of inclusion that ensures deaf and hard-of-hearing students have access to nonacademic and extracurricular services commensurate with their hearing peers? The data were analyzed through the lens of transformative leadership theory and illuminated three themes: administrative guidance, resources, and culture. Key findings indicated the need for more explicit policies at the district and school levels, more access to resources, and greater professional development opportunities to support the development of a strong culture.
|Commitee:||Nganga, Christine W., Thomas-Presswood, Tania N.|
|School:||The George Washington University|
|Department:||Educational Leadership and Administration|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 80/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Educational administration, Special education, Secondary education|
|Keywords:||Access to resources, Administrative guidance, Extracurricular activities|
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