Traditional knowledge and practices dominate the special education landscape. As the American education system continues to adopt accountability measures related to disability-inclusive practice, the challenge facing special and general education leaders lies in need for joint efforts to solve problems of practice. In the diverse, complex, and high-stakes environment that is public education today, there are increasing demands to create schools that support equity, access, and opportunity for students with disabilities and their families. Research cites the inadequacies of pre-service principal preparation programs and calls upon districts and local education agencies to provide professional learning opportunities that build administrative capacity for instructional leadership. As special education implementation continues to be the critical factor missing from pre-service principal training, this study aims to identify and describe principals' and special education directors' perceptions of their roles and the associated competencies for addressing the implementation and support of disability-inclusive education in districts and schools. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]