Publication Date


DOI (Digital Object Identifier)



Leadership and Higher Education


Doctor of Education (Ed.D)

Dissertation Chair

Andrew Wall, Ph.D.

Committee Members

Adriana Alvarado, Ph.D.

Mikela Bjork, Ph.D.


Organizational Health, Least Restrictive Environment, Inclusion, Special Education, California


Disability and Equity in Education | Educational Administration and Supervision | Educational Assessment, Evaluation, and Research | Educational Leadership | Special Education and Teaching


Inclusive education, although a civil right and moral imperative, is a complex issue complicated by societal and organizational cultures, policies, and practices where leadership teams are tasked with identifying and removing barriers to participation and student achievement. Examining school communities through their organizational health is a means of illuminating what changes could be made to improve inclusion and achievement for all students. In this research study, the relationship between organizational health and inclusion of students with disabilities in elementary and secondary local educational agencies (LEAs) in California was examined. A quantitative approach was used to analyze the results from the Team Assessment (Lencioni, 2012) in relation to inclusion rates of students with disabilities in general education settings. Four major findings were revealed, including a consistent pattern that individuals within LEAs at or above California’s benchmark for least restrictive environment (LRE) had higher Team Assessment (Lencioni, 2012) scale scores. The results and recommendations presented may encourage educational leadership teams to lean into organizational health in a united and coherent effort to create and sustain inclusive spaces for all students to learn and thrive.

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.


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