Making the Unknown or Invisible Accessible: The Collaborative Development of Inclusion-Focused Open-Access Case Studies for Principals and Other School Leaders

Abstract

Gaps between research and practice exist in the field of inclusive and special education, especially around school-based leadership (e.g., principals). Research-based case studies are a way to teach and learn about disability, especially stigmatized issues such invisible disability (e.g,. intellectual disability), which may be complex with multiple stakeholders, yet difficult to access. This article reviews the collaborative process of developing and disseminating authentic case studies built on lived experiences of school principals as an example of bridging the gap between research and practice with multiple, engaging knowledge mobilization activities. Future knowledge mobilization activities, such as the development of interactive, online case-based based learning around inclusive classrooms and schools, are discussed.