What are the Roles of Principals in Inclusive Schools?

2015 ◽  
Author(s):  
Bonnie S. Billingsley ◽  
McLeskey James
Keyword(s):  
Inclusive Schools ◽  
Roles Of Principals

Teacher Assistant Supports in Inclusive Schools: Research, Practices and Alternatives

2013 ◽  
Vol 37 (2) ◽  
pp. 93-106 ◽  
Author(s):  
Michael F. Giangreco
Keyword(s):  
Research Trends ◽  
Educational Opportunities ◽  
Annual Conference ◽  
Integrated Models ◽  
Special Educational Needs ◽  
Teacher Assistants ◽  
Australian Association ◽  
Special Service ◽  
Inclusive Schools ◽  
Teacher Assistant

In this article, I summarise the primary content included in a keynote address I delivered via videoconferencing in July 2012 at the national conference of the Australian Association of Special Education, held jointly with the annual conference of the Tasmanian Principals Association in Hobart, Tasmania. The address focused on three major topics pertaining to the utilisation of teacher assistants in inclusive schools: (a) persistent and emerging research trends, (b) contemporary conceptual and data-based concerns, and (c) ideas about what schools can do to provide improved educational opportunities and supports for students with special educational needs in inclusive classrooms. The article concludes that the potential overuse or misuse of teacher assistants is a symptom, not cause. Building integrated models of general and special service delivery in schools can address the challenges associated with questionable teacher assistant utilisation.

Supporting Students on the Autism Spectrum in Inclusive Schools

2021 ◽  
Author(s):  
Suzanne Carrington ◽  
Beth Saggers ◽  
Keely Harper-Hill ◽  
Michael Whelan
Keyword(s):  
Autism Spectrum ◽  
Inclusive Schools

Teamwork and Motivation to Leave the Teaching Profession: An Exploratory Study

2018 ◽  
Vol 198 (3) ◽  
pp. 215-224 ◽  
Author(s):  
Roque do Carmo Amorim Neto ◽  
Amanda Bursey ◽  
Drew Janowiak ◽  
Cassandra Mccarty ◽  
Bart Demeter
Keyword(s):  
Public School ◽  
Exploratory Study ◽  
Grade Level ◽  
Teaching Profession ◽  
Public School Teachers ◽  
School Teachers ◽  
Motivation To Quit ◽  
Roles Of Principals

This study has two goals: (a) to assess the contributions of teamwork and demographics to teachers’ motivation to leave the profession and (b) to identify the actions teachers believe they and their principals should take to foster teamwork. A sample of 322 U.S. public school teachers participated. Grade level was found to predict teachers’ motivation to quit. The roles of principals and teachers in fostering teamwork were also discussed.

scholarly journals Excluded in Inclusive Schools: Experiences of Children with Disabilities, their Families and Teachers in Sri Lanka

2013 ◽  
Vol 24 (1) ◽  
pp. 115 ◽  
Author(s):  
Sudath Piyankara Abeywickrama ◽  
Inoka Kumudini Jayasinghe ◽  
Samanmali Priyanga Sumanasena
Keyword(s):  
Sri Lanka ◽  
Children With Disabilities ◽  
Inclusive Schools

scholarly journals Gay-Straight Alliances: Making Ontario Schools Safe and Inclusive

2013 ◽  
Vol 7 (3) ◽  
Author(s):  
Julian Kitchen ◽  
Christine Bellini
Keyword(s):  
School Climate ◽  
School Safety ◽  
Positive Impact ◽  
Policy Changes ◽  
Inclusive Schools ◽  
American Research ◽  
Lgbtq Students ◽  
The Impact

Gay-straight alliances (GSAs) have become widespread in Ontario schools and, starting in 2012, all schools are required to permit students to form GSAs. While American research suggests that GSAs have a positive impact on school safety and inclusion, there is little research on the impact of GSAs in Ontario schools. This study, based on a survey of 30 educators working with GSAs, suggests that policy changes in Ontario have had a positive impact on school climate for lesbian, gay, bisexual, transgender, and queer (LGBTQ) students, and that GSAs contribute to the development of safer and more inclusive schools. The next phase of the research will probe more deeply by increasing the number of respondents and conducting interviews with 14 participants.

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