scholarly journals “Choose Your Own Adventure”: Web-Based Case Studies of Inclusive Education as a Form of Professional Learning for School Principals

2021 ◽  
pp. 194277512110469
Author(s):  
Steve Sider ◽  
Kimberly Maich ◽  
Jacqueline Specht ◽  
Carolyn Treadgold ◽  
Hillary Winger
Keyword(s):  
School Leadership ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
School Principals ◽  
School Administrators ◽  
Function Form ◽  
Multiple Perspectives ◽  
Web Based ◽  
Inclusive School

We examine the process of developing web-based case studies, a novel form of professional learning for principals, specifically related to inclusive school leadership. Based on the input from 39 principals, 5 case studies were developed with branching scenarios that provided multiple options for decision-making. These “choose your own adventure” case studies were used in a special education for school administrators course with 109 participants in Ontario, Canada. We consider the authenticity of the cases, the importance of incorporating multiple perspectives, and issues related to function, form, and choice. We incorporate five lessons for developing web-based case studies.

scholarly journals Examining the Role of Contextual Conditions and Leadership Status of School Principals from Multiple Perspectives

2020 ◽  
Vol 7 (1) ◽  
pp. 207
Author(s):  
Kamil Yildirim ◽  
Senyurt Yenipinar
Keyword(s):  
School Leadership ◽  
School Principals ◽  
School Administrators ◽  
Structured Interview ◽  
Multiple Perspectives ◽  
Vice Principals ◽  
Interview Method ◽  
Open Coding ◽  
Axial Coding ◽  
Leadership Actions

Context and leadership actions are closely related, and international research still contains little knowledge about which contextual conditions lead to which type of leadership action. In this study, school administrators’ leadership was evaluated through multiple perspectives. The experiences of teachers, vice principals, supervisors, and school principals were examined by means of external, internal, and self-evaluations. We collected data from 25 participants using a semi-structured interview method and examined it with open coding, axial coding, and selective coding. As a result of the study, the contextual factors formed by national and local factors as obstacles and facilitators of school principals’ leadership were revealed. We discussed the leadership actions regarding the theoretical, operational, and functional dimensions of school leadership.

scholarly journals Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District

2010 ◽  
Vol 20 (2) ◽  
Author(s):  
Angela Irvine ◽  
Judy Lupart ◽  
Tim Loreman ◽  
Donna McGhie-Richmond
Keyword(s):  
Professional Development ◽  
School Leadership ◽  
Inclusive Education ◽  
School Principals ◽  
School Administrators ◽  
Rural School ◽  
Students With Special Needs ◽  
Rural School District ◽  
Effective Inclusion ◽  
Diverse Groups

Inclusive education—based on the premise of social justice—advocates equal ac-cess to educational opportunities for all students. This research provides insight into the inclusive experiences of school principals in a Canadian rural school dis-trict through quantitative and qualitative inquiries. A survey was administered to 16 school administrators, and following initial data analysis, individual inter-views with four school principals were carried out as part of a multi-perspective case study of students with special needs. Overall, inclusion was viewed in a posi-tive light and extended beyond classroom placement to meeting the needs of diverse groups of students within the regular classroom. The responsibilities and strategies of the principals that support inclusion are outlined and other factors that contribute to effective inclusion identified. Key factors include collaboration among key players in the students’ education and opportunities for professional development. The results have implications for school leadership preparation and professional development of school administrators.

Responding to Individual Differences in Inclusive Classrooms in Australia

2014 ◽  
Vol 17 (2) ◽  
pp. 48-59 ◽  
Author(s):  
Christina E. van Kraayenoord ◽  
David Waterworth ◽  
Trish Brady
Keyword(s):  
Individual Differences ◽  
Case Studies ◽  
Inclusive Education ◽  
Professional Learning ◽  
Universal Design For Learning ◽  
School Administrators ◽  
Inclusive Classrooms ◽  
Assistive Technologies ◽  
Design For Learning ◽  
Ongoing Support

Abstract Responding to individual differences in classrooms in which there is increasing diversity is one of the challenges of inclusive education in Australia. The linking of Universal Design for Learning (UDL) and assistive technologies (ATs) is one way in which this challenge can be addressed. This article describes an initiative, known as Planning for All Learners (PAL) of Independent Schools Queensland, in the state of Queensland, Australia. The PAL programme provides professional learning about UDL and ATs through workshops and ongoing support from the professional learning team. Based on the knowledge gained through the professional learning, the schools and teachers participating in the PAL programme develop year-long school- and/or classroom-based projects that involve the planning, design and implementation of units of work and lessons based on the integration of the principles of UDL and ATs. The professional learning and support offered as part of PAL is outlined, before case studies of two schools that participated in 2011 and 2012 respectively are provided. The case studies describe the literacy-related projects guided by the principles of UDL and using ATs that involved students with learning difficulties and disabilities in their inclusive classrooms. We also report on the factors that influenced the uptake and implementation of UDL and ATs. Finally we provide recommendations for educational authorities and school administrators related to professional learning and in-school projects that aim to improve the knowledge and skills of teachers and the learning of all students by employing the principles of UDL and ATs.

scholarly journals Az inkluzív intézményvezetés és az inkluzív nevelés-oktatás összefüggései

Educatio ◽  
2021 ◽  
Vol 29 (3) ◽  
pp. 350-362
Author(s):  
Andrea Perlusz
Keyword(s):  
Special Needs ◽  
School Leadership ◽  
Inclusive Education ◽  
Assessment Tool ◽  
Decisive Role ◽  
Educational Institutions ◽  
Self Assessment ◽  
Institutional Practices ◽  
Inclusive School ◽  
European Agency

Összefoglaló. Az inkluzív intézményvezetés fogalma a 2000-es évek elején került be a pedagógiai szakmai gondolkodásba annak a felismerésnek az eredményeképpen, hogy a nevelési-oktatási intézmények vezetőinek meghatározó szerepük van az inklúziós politikák átültetésében, a befogadó gyakorlat és az inkluzív iskolai kultúra eredményes megvalósításában (Ainscow–Sandil 2010; Ruairc 2013). A tanulmányban bemutatott kutatás, melyet a European Agency for Special Needs and Inclusive Education 2019-ben indított (Supporting Inclusive School Leadership, SISL), három szakaszban vizsgálja a részt vevő tagállamok szakpolitikáit, illetve intézményi gyakorlatait. A projekt célja az inkluzív intézményvezetést elősegítő szakpolitikai környezet bemutatása, azoknak a kompetenciáknak a leírása, melyek a sikeres inkluzív intézményvezetőt, illetve intézményvezetést jellemezhetik, illetve a képzés, továbbképzés és a professzionális fejlődés lehetőségeinek támogatása önértékelő eszköz kidolgozásával. Summary. The concept of inclusive school leadership was introduced into pedagogical professional thinking in the early 2000s, as a result of the realisation that the leaders of educational institutions have a decisive role in transposing inclusive policies, effective implementation of inclusive practices and inclusive school culture (Ainscow and Sandill, 2010; Ruairc, 2013). The research presented in the study, launched by the European Agency for Special Needs and Inclusive Education in 2019 (Supporting Inclusive School Leadership SISL) examines the policies and institutional practices of the participating member states in 3 phases. The aim of the project is to present a policy environment conducive to inclusive institution-management, to describe the competences that can characterise a successful inclusive leader of institution or institution management, and to support the opportunities for training, further training and professional development by developing a self-assessment tool.

scholarly journals THE PRINCIPAL’S LEADERSHIP STRATEGY IN IMPLEMENTING INCLUSIVE EDUCATION POLICIES IN SMP NEGERI 2 YOGYAKARTA

2021 ◽  
Vol 4 (3) ◽  
pp. 932-953
Author(s):  
Zahra Fadhilah Putri
Keyword(s):  
Inclusive Education ◽  
School Quality ◽  
School Principals ◽  
Human Life ◽  
Educational Institution ◽  
Leadership Role ◽  
Regular School ◽  
Leadership Strategy ◽  
Inclusive Schools ◽  
Inclusive School

AbstractEducation is an important thing in human life. The success of an educational institution is largely determined by the leadership role of the principal. The principal is required to be able to bring the school towards the achievement of predetermined goals. Currently, the city of Yogyakarta has established an inclusive school policy as contained in the Regulation of the Governor of the Special Region of Yogyakarta Number 21 of 2013 Article 3 concerning the Implementation of Inclusive Education as a form of equity and a form of education without discrimination. However, in reality this policy is not yet clearly known by school principals, so it requires appropriate leadership strategies in dealing with problems and managing good inclusive schools to improve school quality. One of them is SMPN 2 Yogyakarta, which transforms the regular school system into an inclusive school. Therefore, this study aims to identify and describe the issues of inclusive education faced by the principal of SMP Negeri 2 Yogyakarta as well as to describe the leadership strategy of the principal in overcoming issues of school principals in inclusive schools at SMPN 2 Yogyakarta. This research uses descriptive qualitative research with data collection methods using interview techniques, observation, and documentation. The achievements of SMPN 2 Yogyakarta after following the policy to turn schools into inclusive schools include: sports and journalism.

Merit selecting school leaders: Australian principals' perspectives

2020 ◽  
Vol 34 (8) ◽  
pp. 1303-1315
Author(s):  
Kevin Steed ◽  
John De Nobile ◽  
Manjula Waniganayake
Keyword(s):  
School Leadership ◽  
Professional Learning ◽  
Online Survey ◽  
School Principals ◽  
School Leaders ◽  
The State ◽  
Head Teachers ◽  
Content Type ◽  
Playing Field ◽  
South Wales

PurposeThis research paper explores the perspectives of Australian school principals in the state of New South Wales (NSW) regarding what they believe constitutes “merit” when selecting deputy principals, assistant principals (primary) and head teachers (secondary).Design/methodology/approachAn online survey was utilised to collect qualitative and quantitative data from school principals across the state of NSW to investigate their understanding of, and approach to, the merit selection of their respective school leadership cadres.FindingsStudy findings indicated a statewide variance in the perceptions of principals when identifying merit for the purposes of recruiting school leadership teams. These findings question the widely held view that candidates compete for school leadership positions on a level playing field.Practical implicationsIn practical terms, the findings indicate that NSW school principals would benefit from more intensive professional learning opportunities designed to enhance their ability to objectively identify and assess merit when selecting school leaders.Originality/valueThis study contributes to an enhanced understanding in an area where there is a paucity of research-based evidence focusing upon the perspectives of school principals regarding their understanding of meritocratic theory and its influence on their school leadership selection practice.

scholarly journals Determining the Views of School Principals and Guidance Teachers on Inclusive Practices at Anatolian High-Schools

2020 ◽  
Vol 9 (1) ◽  
pp. 87
Author(s):  
Tansel Yazicioglu
Keyword(s):  
High Schools ◽  
Inclusive Education ◽  
School Administrators ◽  
Inclusive Practices ◽  
Focus Group Interviews ◽  
School Year ◽  
Special Education Needs ◽  
Inclusive School ◽  
Group Interviews ◽  
Guidance Teachers

The number of students who attend an inclusive school in Turkey has been increasing. This increase in the number of students attending inclusive education makes the inclusive policies more significant and requires that schools of all types and levels should be ready for inclusive practices. This study aims at uncovering the views of school administrators and guidance teachers working at Anatolian high schools concerning the inclusive education. The data of the study were collected through focus group interviews. The study was carried out in Ankara during the school year of 2018–2019 with a sample of school administrators and guidance teachers working at different Anatolian high schools. The findings of the study indicate that there are serious problems in inclusive education practices at Anatolian high schools, the educational setting needed for students with special education needs cannot be provided and teachers do not have necessary experience in inclusive education.

Promoting inclusive school culture through leadership—Case study in Romanian schools

2019 ◽  
Vol 6 (1) ◽  
pp. 321-327
Author(s):  
Mihaela Voinea ◽  
Alina Turculet
Keyword(s):  
School Culture ◽  
School Leadership ◽  
Inclusive Education ◽  
Decisive Role ◽  
Social Dimension ◽  
Human Diversity ◽  
The Social ◽  
Inclusive School ◽  
Mind Set

One of the greatest challenges for 21st century school is to rethinking school culture for human diversity. Among the factors contributing to the ethos of the inclusive school, most specialists emphasise the importance of leadership, of the managerial team that both through conception and through its own behaviour promotes cooperation, human diversity, tolerance, open mind-set and help offering. The purpose of this research was to identify the factors of the leadership, which are involved in promoting a culture of inclusion. The research in question was embedded in a constructivist–interpretivist paradigm. The study included the analysis of school culture and interviews with school managers and teachers. The institutional analysis of schools addressed the physical/material aspects of the school and the social dimension (of human resources). One of the main conclusions of the research is that the leader and his team have a decisive role to play in promoting values of diversity. Keywords: Inclusive school, leadership, school culture, inclusive education.

scholarly journals Inclusive school leaders – their role in raising the achievement of all learners

2020 ◽  
Vol 58 (5) ◽  
pp. 521-537
Author(s):  
Edda Óskarsdóttir ◽  
Verity Donnelly ◽  
Marcella Turner-Cmuchal ◽  
Lani Florian
Keyword(s):  
School Leadership ◽  
Inclusive Education ◽  
Local Community ◽  
School Leaders ◽  
Special Educational Needs ◽  
Persons With Disabilities ◽  
Content Type ◽  
Policy Context ◽  
Inclusive School ◽  
Cross National

PurposeThis article presents a model based on a review of international and European policy and current European Agency for Special Needs and Inclusive Education work on school leadership for inclusive education. The model aims to support analysis of the policy context and interactions between the structures and processes at different levels to ensure effective support for inclusive school leadership and development of appropriate competences. Key issues addressing competences for inclusive school leadership, support and professional development opportunities for inclusive school leaders and policy frameworks that support inclusive leadership across the whole education system are explored.Design/methodology/approachThis paper reports on a current Agency project, Supporting Inclusive School Leadership (SISL), a cross-national project that considers how best to ensure that school leaders meet the needs of all learners in their school communities. The SISL project examines current theories of school leadership together with the core functions of school leaders in participating countries in order to develop a model specifically focused on inclusive school leadership.FindingsAgency projects such as SISL focus on research findings and policy developments that support countries to chart their own course toward a common goal. This process of cross-national working permits member countries with their distinctive national, ethnic, cultural and linguistic diversities to work together on common goals. In this project an ecosystem model of inclusive education was adapted to reflect on the policy context needed to enable school leaders to fulfill the complex responsibilities associated with inclusive school development.Originality/valueAlthough the Agency is strongly associated with the education of children with special educational needs and disabilities, all member countries have the shared vision to support inclusive education systems so that all learners of any age are provided with meaningful, high-quality educational opportunities in their local community. While its projects are firmly rooted in the 2006 UN Convention on the Rights of Persons with Disabilities, its work is also influenced by the concept of inclusion as promoted in the UN Sustainable Development Goal (SDG) 4) “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.”

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