This entry proposes that transformational and distributive leadership can conceivably advance inclusive education and motivate students with disabilities (SWDs) to attain their goals. In 1970, people with disabilities were 10% of the global population compared to 16% (n = 1.3 billion) in 2021 (World Health Organization & World Bank, World report on disability 2011, Global report on health equity for persons with disabilities, 2022). The number of people with disabilities is growing. In 2022, 13.4% (n = 44.1 million) of Americans had a disability (U.S. Census Bureau, Facts for features: Anniversary of Americans with Disabilities Act: July 26, 2024. https://www.census.gov/newsroom/facts-for-features/2024/disabilities-act.html , 2024). In American undergraduate programs, 19.4% of students have a disability and are likely to enroll in community colleges instead of four-year institutions or universities but are less likely to achieve their educational goals (Newman et al., The post-high school outcomes of youth with disabilities up to 4 years after high school: a report from the National Longitudinal Transition Study 2 (NLTS2). National Center for Special Education Research, 2009). Of concern is that SWDs who are applying to postsecondary institutions are not completing. The lack of inclusion to motivate SWDs to achieve their educational goals is of greater concern. Can leadership play a role in providing inclusive education to motivate SWDs? This entry examines existing research related to the attitudes and barriers SWDs face, factors in creating an inclusive learning environment that motivates SWDs, and the leadership styles that can likely support inclusive education for SWDs. Research shows that inclusivity plays an integral role in motivating SWDs. The leadership styles that align with creating inclusive educational environments are transformational leadership and distributive leadership (Burns, Leadership. Open Road Media, 2012; Spillane, Distributed leadership. In: The educational forum, vol 69, no. 2, June 2005. Taylor & Francis Group, pp 143–150, 2005). Equity is evolving in ways that demand everyone, including SWDs, to have access to inclusive education to succeed. As disabilities become more prevalent, educational leaders must challenge the status quo and find ways to be more inclusive; otherwise, there is a risk that students with disabilities will not achieve their educational goals.