Approaching a substantive theory of moral reckoning in special education leadership: Innovative grounded theory methods using extant data on principals

Abstract

This original grounded theory research addresses leading for inclusion within the context of special education services and the educative outcome of equity as a moral aim of schooling in the United States. We pinpoint the critical positionality of the principalship in realizing both the letter and spirit of special education law in the US and its consequent practice. Through a secondary analysis of extant qualitative data, we examine dis/ability in schooling and administrative decision making in the day-to-day reality of implementation and present a working substantive theory of moral reckoning for special education leadership. Principals’ thinking and professional praxis revealed the existence of varying layers of ethical deliberation, ranging from surface appraisals, partial judgments, and conflicting calculations to deep, soul-searching deliberation. We conclude with recommendations for future research and practice.