The purpose of this qualitative research study is to examine the evolution of inclusive special education policies and practices within an amalgamated urban school division between the years of 2002 and 2015. An historical case study (Bogdan & Biklen, 2007; Gillham, 2000; Lapan & Quartaroli, 2009; and Yin, 1997, 2004) is used as a methodology. Conceptually, the study is informed by a great wealth of local and international research on inclusive special education. Moreover, a two-dimensional theoretical framework is used to illuminate the concepts of inclusive special education/appropriate educational programming and divisional leadership to examine how these concepts may have contributed to the evolution of the policies and practices of inclusive special education in this amalgamated school division. Eight key themes were established from the findings and are related to both inclusive special education leadership research and the three basic tenets of successful leadership practice espoused by Leithwood, Seashore Lewis, Anderson & Wahlstrom (2004). Five key recommendations are suggested for school-based administrators to consider as they envision a model of student support services that aligns with the concepts of inclusive special education and appropriate educational programming. / May 2017

In 2005, the province of Manitoba proclaimed the first ever legislation regarding the education of students with special needs, the Appropriate Educational Programming Amendment to the Public Schools Act (Manitoba Education, Citizenship and Youth, 2005). In the accompanying regulations and standards, school principals were legally designated as the educators responsible for ensuring the application of the legislation within their school settings. In this qualitative research study, 15 school principals in northern Manitoba were interviewed regarding their perspectives as to their abilities to comply with their legislative mandates. The findings detail the principals‟ perspectives regarding their knowledge and application of the legislation, their identified supports, and their challenges, including imprecise terminology, contradictory influences, the role of parents, and the provision of specialized assessment. Their beliefs regarding why they must comply, repercussions of non-compliance and recommendations to the Manitoba Government to monitor their compliance are also described. Through the development of a framework, “Enabling Conditions Supporting Principals‟ Compliance with New Special Education Legislation: A Shared Responsibility”, the necessity for principals to collaborate with the provincial government, their school division and their parent community to successfully comply with the new legislation is revealed. The need for sustained effective professional development opportunities, for clarity of terminology, roles and responsibilities and for system accountability by divisions and the province are discussed.

In 2005, the province of Manitoba proclaimed the first ever legislation regarding the education of students with special needs, the Appropriate Educational Programming Amendment to the Public Schools Act (Manitoba Education, Citizenship and Youth, 2005). In the accompanying regulations and standards, school principals were legally designated as the educators responsible for ensuring the application of the legislation within their school settings. In this qualitative research study, 15 school principals in northern Manitoba were interviewed regarding their perspectives as to their abilities to comply with their legislative mandates. The findings detail the principals‟ perspectives regarding their knowledge and application of the legislation, their identified supports, and their challenges, including imprecise terminology, contradictory influences, the role of parents, and the provision of specialized assessment. Their beliefs regarding why they must comply, repercussions of non-compliance and recommendations to the Manitoba Government to monitor their compliance are also described. Through the development of a framework, “Enabling Conditions Supporting Principals‟ Compliance with New Special Education Legislation: A Shared Responsibility”, the necessity for principals to collaborate with the provincial government, their school division and their parent community to successfully comply with the new legislation is revealed. The need for sustained effective professional development opportunities, for clarity of terminology, roles and responsibilities and for system accountability by divisions and the province are discussed.