After the adoption of the UN Convention on the Rights of Persons with Disabilities, the issue of inclusivity occupies an important place on the agenda of educational reforms. The purpose of this policy is to find ways to increase the participation and education of students who belong to socially vulnerable groups and are at risk of exclusion from school and beyond. The scientific relevance of the problem lies in the fact that despite the importance of leadership in inclusive education, there are critically few works devoted to this topic, especially in Russia. The purpose of the study is to review and theoretically analyze scientific publications on the topic of leadership in inclusive education. In the article, the main types of leadership are considered; special attention is paid to the dominant theories of transformational and transactional leadership, leadership research tools in inclusive education. The leadership style significantly influences the views, behavior, communication of teachers, their self-efficacy, and learning strategies. When preparing future leaders of education in master's degree programs, it is necessary to form ideas about the types and importance of management style in school, to form skills of effective communication, motivation, intellectual stimulation. The prospects of the study are to conduct research on the influence of the leadership style of Russia school principals and the attitude of teachers to inclusive education, their teaching strategies.