International Journal of Education and Social Science (IJESS)

This study aims to evaluate the level of instructional leadership in implementing inclusive education programs for special need students. This study used a mixed methods design and data were collected in two phases involving quantitative and qualitative approach. The findings show that there is an interaction effect based on the governing experience and the presence of positive and significant relationships between the role of administrators and student participation in inclusive education. The longer the administration experience gets higher the mean and influences the role of instructional leadership in program management. Research also shows that the role of administrators providing resources and facilities has a positive and significant relationship with the results of student participation in inclusive education. Furthermore, the results of the study also show a lack of direction by the school leadership and the lack of dissemination of information regarding inclusive education to the challenge of implementing the inclusive education program. The implication is that all parties need to pay attention to the challenges that impede the implementation of inclusive education that can meet the educational goals of the country as desired in Blue Print 2013-2025.