Research Approach: This cross case study describes the challenges that two principals working in one urban school district addressed while attempting to transform their school cultures to embrace an inclusion model. Analysis of interviews and observations in each school revealed the actions, values, and orientations of the individual leaders and the influences of conflicts and dilemmas that exist in social justice work. Findings: The article describes how two principals enacted social justice leadership by making decisions that addressed resistance and challenges to inclusion. Implications for administrator preparation, future research, and theory are presented.

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Over the past forty years, schools across the United States have become more inclusive for students with disabilities. However, in many high-poverty urban school districts, a disproportionate number of minority children with disabilities are segregated from their nondisabled peers. This article presents findings from a qualitative case study of one urban school district implementing special education-related inclusion reform over the course of four years. The district had a history of segregating students and numerous compliance issues with special education mandates; however, the arrival of a new superintendent brought new hopes for change. The authors argue that existing research regarding inclusion has typically ignored the policy implementation processes employed by school districts in establishing more inclusive schools and improved special education programs. This article provides a case description of a district's special education inclusion policy implementation process, the challenges district administrators were confronted with, and the positive and negative outcomes of the district's policies. The findings inform nextgeneration policy initiatives and future lines of inquiry. Keywords: special education; inclusion, urban education, policy, school districts epaa aape Education Policy Analysis Archives Vol. 21 No. 612 Abordando el imperativo de la inclusión: respuestas de un distrito escolar urbano. Resumen: Durante los últimos cuarenta años, las escuelas de los Estados Unidos se han vuelto más inclusivas para estudiantes con discapacidades. Sin embargo, en muchos distritos escolares urbanos de alta pobreza, un número desproporcionado de niños de minorías con discapacidades son separados de sus compañeros no discapacitados. Este artículo presenta los resultados de un estudio de caso cualitativo de un distrito escolar urbano que esta implementando una reforma de inclusión relacionada con la educación especial durante cuatro años. El distrito tiene una historia de segregación de estudiantes y numerosos problemas de cumplimiento con los mandatos sobre educación especial, sin embargo, la llegada de un nuevo superintendente trajo nuevas esperanzas de cambio. Los autores argumentan que la investigación existente sobre la inclusión ha ignorado generalmente los procesos de aplicación de las políticas empleados por los distritos escolares en el establecimiento de escuelas más integradoras y programas de mejora de la educación especial. Este artículo proporciona una descripción del proceso de implementación de políticas de inclusión de educación especial, los retos que enfrentan los administradores del distrito, y los resultados positivos y negativos de las políticas del distrito. Los resultados sugieren elementos para pensar futuras iniciativas políticas para la próxima generación y líneas de investigación. Palabras clave: educación especial; inclusión; educación urbana,; política; distritos escolares Atendendo ao imperativo da inclusão: respostas de um distrito escolar urbano. Resumo: Durante os último...

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The evolution of theorizing by political scientists about the role of interest groups in U.S. politics is explored in this article. Critiques of pluralism and the problems of measuring power are described. The dynamics of mobilization and refinements to incentive theory are outlined. The changing conceptions of how influence is structured through subgovernments, issue networks, and advocacy coalitions are examined. Models of lobbying and changing conceptions of group-state engagement are discussed. The article concludes with a discussion of the need to reframe conceptions of interest and influence to reflect new economic, political, and social contexts that are better captured by postpluralist and social movement theory.