District Leadership for Inclusive Education: Enacting Moral and Ethical Leadership for Inclusion, Equity, Belonging, and Love.

This article examines the experiences, habits, and educational practices of seven district-level special education leaders who guide inclusive school districts serving students with disabilities who have complex needs. Grounded in frameworks of inclusive education, leadership as a habit of the heart, social justice leadership, and Disability Studies in Education, the qualitative study reveals that these leaders are driven by a moral and ethical compass emphasizing inclusion, equity, and belonging. They cultivate a district-wide sense of responsibility for all learners by building capacity through professional development, fostering dialogue around core values, and aligning district practices to dismantle segregation and marginalization. Their leadership practices demonstrate how ethical commitment and inclusive habits of the heart can transform district culture and increase inclusive educational opportunities for students with disabilities alongside their grade-level peers.