Addressing Racial Inequities In Special Education Through Shared Leadership: The Role Of Interdisciplinary Teams

Date of Award

8-15-2026

Degree Name

Ed.D. in Leadership for Organizations

Department

Department of Educational Administration

Advisor/Chair

Kevin Kelly

Abstract

Racial disproportionality in special education identification and placement continues to be a persistent concern in school districts across the United States. Within Rosewood City School District (RCSD), district data indicate ongoing overidentification of African American students under the Emotional Disturbance category, with a risk ratio exceeding the state threshold, as well as a decline in the percentage of students with disabilities educated in the least restrictive environment. These patterns highlight systemic challenges that extend beyond individual decision making and point to broader issues in collaborative structures, leadership practices, and equity implementation within special education. This dissertation examines the role of interdisciplinary committees within RCSD and explores how collaborative practices influence efforts to reduce racial inequities in special education services. Grounded in shared leadership theory, this study evaluates the extent to which collaborative decision making, mutual influence, collective responsibility, role flexibility, empowerment, and trust are reflected in the way committees’ function across the district. Using a mixed methods approach, this study incorporates analysis of district data, survey responses, and semi structured interviews with nine interdisciplinary committee members representing a range of professional roles. Findings reveal that while collaboration is present, it is inconsistent across buildings and often shaped by a hybrid leadership structure. In many cases, decision making begins in a top-down manner and then transitions into collaborative discussion. Participants described strong commitment to students and value in interdisciplinary dialogue, yet they also identified barriers such as unclear authority, uneven stakeholder inclusion, inconsistent communication, and limited integration of family voice. Cultural responsiveness was often discussed in response to state monitoring or compliance requirements rather than embedded proactively into everyday decision-making processes. Several participants described a disconnect between the responsibility committees hold and their perceived ability to enact meaningful system level change. These findings suggest that although RCSD has established interdisciplinary structures, shared leadership is not yet fully operationalized in a way that consistently supports equitable outcomes. Variability in collaborative processes and limited formalized equity protocols may contribute to ongoing disparities in identification and placement practices. In response to these findings, this study proposes the development and implementation of an Equity Centered Interdisciplinary Collaboration Framework. This action plan includes a structured equity focused meeting protocol and professional development designed to strengthen equitable data interpretation and shared decision making. The goal is not to introduce an entirely new initiative, but to strengthen existing structures so that equity becomes embedded in routine collaborative practices. By clarifying roles, strengthening shared leadership, and intentionally incorporating family and community perspectives, RCSD can move from reactive responses to systemic, sustainable efforts to reduce racial disproportionality in special education. This study contributes to the field by demonstrating how leadership structures and collaborative practices directly influence equitable outcomes for students and offers a practical framework that other districts may adapt when working to address disproportionality in special education.

Keywords

Education, Educational Leadership, Elementary Education, Special Education

Rights Statement

Copyright 2026, author

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