scholarly journals Leadership, Inclusion, and Quality Education for All

2018 ◽  
Vol 42 (01) ◽  
pp. 49-64 ◽  
Author(s):  
Susan Carter ◽  
Lindy-Anne Abawi
Keyword(s):  
Special Education ◽  
School Leadership ◽  
Local Community ◽  
Shared Vision ◽  
School Principal ◽  
Quality Education ◽  
Inclusive Practices ◽  
School Practices ◽  
Inclusive School ◽  
Multicultural School

The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision.

scholarly journals The Influence of School Leadership and Committee Performance on Improving the Quality of Learning Islamic Education

2020 ◽  
Vol 2 (2) ◽  
pp. 71-90
Author(s):  
Kamsia Nur’aini ◽  
Ahmad Syahid ◽  
Rustina Rustina
Keyword(s):  
School Leadership ◽  
Religious Education ◽  
Principal Leadership ◽  
Quantitative Methods ◽  
Local Community ◽  
School Principal ◽  
School Committee ◽  
Quality Of Learning ◽  
The Difference

This study aims to determine the effect of school committee performance on improving the quality of educational learning and principal leadership on Islamic learning. This study uses quantitative methods because the research data is in the form of numbers and the analysis uses statistics. The variables in this study are the contribution of the school committee's performance, the leadership of the school principal and the improvement of the quality of learning Islamic religious education. The data were processed using SPSS version 21. The results showed that there was a significant influence between the performance of the school committee and the improvement of the learning quality of Islamic religious education by 37.8% and the remaining 62.2% was influenced by other factors outside the research. This data shows that the higher the influence of the school committee's performance, the higher the increase in the quality of learning. In other words, the school committee is an institution that is located in each educational unit, and is an independent body that does not have a hierarchical relationship with government institutions that are in the middle between parents, students, teachers, and the local community. Furthermore, there is the influence of the principal's leadership on improving the quality of Islamic religious education learning by 66.4% and the difference of 33.6% is influenced by other factors outside the research. This data shows that the higher the influence of the principal's leadership, the higher the increase in the quality of learning.

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.”

scholarly journals THE LEADERSHIP OF A SCHOOL UNIT

2019 ◽  
Vol 7 (11) ◽  
pp. 559-569
Author(s):  
George F. Zarotis ◽  
Dimitrios Ntalossis ◽  
Maria Koukoli
Keyword(s):  
School Leadership ◽  
Cognitive Abilities ◽  
School Environment ◽  
School Change ◽  
School Effectiveness ◽  
Local Community ◽  
Relevant Literature ◽  
School Principal ◽  
Educational Work ◽  
And Performance

The school principal has a specific role in the school environment, which for the most part is bureaucratic. However, given the constantly changing environment in which the school operates and given the relationship between the school and the local community, the school principal needs to undertake additional responsibilities and moreover also possess specific skills in order to fulfil his or her role as a principal-leader. The ultimate research goal is to determine the purpose of leadership within the school unit. The method adopted for the study was a review of the relevant literature. In light of the present study, it is evident that in order for educational organizations, or otherwise educational units, to accomplish their purpose, effective management is a prerequisite. As regards the factors that contribute to school effectiveness, researches have shown that there is an inseparable link between school unit leadership and school effectiveness. An effective school principal-leader assists and supports teachers, while overseeing the educational work, and also encourages and promotes the involvement of teachers and parents in the decision-making process, which leads to the commitment of teachers to the school organization and increases their job satisfaction and performance. Furthermore, teachers should be able to teach all children, both those with high cognitive abilities and those with a low level of academic skills. An important role in this process plays the principal of the school. However, teachers, on the other hand, should not simply accept the principal’s vision, especially if they want to be an integral part of the process of school change. Instead, teachers should create a vision for the school together with the principal, and not just act as executors of his/her vision. Finally, four factors characterize the successful process of improving the school unit. These factors are: recognition of the improvement process by the school leadership, interaction and communication both between school members and between the school unit and the local community, the existence of a system of values, as well as cooperation between school members, and between them and society, to design and implement the selected strategies.

scholarly journals Denying Special Education to Students in Need: A Case of Accountability, Compliance, and Fear in a Texas Elementary School

2019 ◽  
Vol 22 (1) ◽  
pp. 55-72 ◽  
Author(s):  
David E. DeMatthews ◽  
David S. Knight
Keyword(s):  
Special Education ◽  
Elementary School ◽  
School Leadership ◽  
Performance Indicator ◽  
School Principal ◽  
Ethical Decisions ◽  
Accountability Policy ◽  
Texas Education ◽  
School Leadership Practices ◽  
Education Accountability

Accountability policies have impacted school leadership practices both positively and negatively. In Texas, the adoption of a special education accountability policy led many schools and districts to delay or denial of special education to eligible students. This article includes an undisguised case describing the Texas Education Agency’s district performance indicator that influenced districts to lower the percentage of students provided with special education. This case provides the context for a fictional scenario of a newly hired elementary school principal who is pressured to maintain low special education rates by her director supervisor and superintendent. The case explores special education law, top-down accountability, the intersectional identities of vulnerable students and families, and ethical decisions confronted by principals seeking to ensure all students are successful.

Special Education Teacher Leadership

2021 ◽  
pp. 175-204
Author(s):  
Marie Tejero Hughes ◽  
Daniel M. Maggin ◽  
Courtney Lynn Barcus ◽  
Amanda Passmore
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Teacher Leadership ◽  
School Administrators ◽  
Special Education Teacher ◽  
Leadership Studies ◽  
Inclusive Practices ◽  
Education Teacher ◽  
Inclusive School ◽  
Collaboration Process

The implementation of effective inclusive school practices requires strong leadership and understanding of procedures, services, and programming for students with disabilities. While school administrators often provide instructional leadership, many do not have preparation in special education, undermining their ability to enact a schoolwide vision for inclusive practices. This chapter provides an overview and summarizes the findings of four special education teacher leadership studies conducted over a three-year period to learn how school leaders can effectively support special educators in teacher leadership and promote inclusive practices that support the success of all students. The authors highlight four major themes (school culture, collaboration, process, and aspiration) that emerged from this series of studies. The chapter describes each theme and how they relate to supporting special education teacher leadership to enhance inclusionary practices in schools.

scholarly journals A APRENDIZAGEM DA CRIANÇA: ASPECTOS SOBRE SURDEZ E INCLUSÃO ESCOLAR

2018 ◽  
Vol 15 (Especial 2) ◽  
pp. 08-14
Author(s):  
Marcela Corrêa Tinti
Keyword(s):  
Quality Education ◽  
Education For All ◽  
Qualitative Character ◽  
Inclusive Practices ◽  
Character Analysis ◽  
The Subject ◽  
Development Of Students

Faced of the expectations that a contemporary idea is made, quality education for all levels of education, especially with regard to school inclusion. For this reason, the article is being discussed for the purpose of elucidating on the subject of education. Of qualitative character, analysis the assumptions that substantiate of development of students did the students to students with Deafness. Abstract: The Required Requirements for Ins Graph the students of the higher students of the students are empathizing the perpassam of the performer of Education Special and Curricular Adaptation. However, since inclusive practices can be applied in the form of homogeneous ones, since they can promote the differentiation of differences, we can propose the development of the learning of all.

scholarly journals COMMUNICATION COMPETENCE AS FUNDAMENTAL ASPECT FOR EFFECTIVE SCHOOL LEADERSHIP AND ADMINISTRATION ACHIEVING: A SYNOPTIC THEORETICAL APPROACH

2020 ◽  
Vol 7 (11) ◽  
Author(s):  
Panagiotis J. Stamatis ◽  
Georgios A. Gkoutziamanis
Keyword(s):  
Resource Management ◽  
School Leadership ◽  
Theoretical Models ◽  
School Principal ◽  
Fundamental Aspect ◽  
Research Activity ◽  
Effective School ◽  
Leadership And Management ◽  
Leading Role ◽  
Effective School Leadership

Many theories and definitions regarding the concept of Leadership and Management appear in modern literature, as well as interpretations, references to specific characteristics and related topics. This fact shows that over time, a significant effort has been made to clarify the various dimensions of the concept of Leadership and its distinction from the concept of Management. The whole research activity gradually contributed to the development of an important framework in which various and remarkable theoretical models were developed, in parallel with the broader research that has been developed in the field of "human resource management", intending to study leadership styles and managerial behaviors to which they are connected. Many researchers agree that the position of traditional management is completely taken over today by Leadership, which is a complex but flexible, dynamic and at the same time creative resource management process. As has been observed, each new form of Leadership, developed during the 20th century, took into account the effectiveness of the previous one, both in theory and in practice. In this chapter, through three indicative sections, emphasis is placed on the clarification of the concepts of Leadership and Management, concise, conceptual approaches to Leadership Theories and Management Models are developed. Finally, reference is made to the modern, leading role of the School Principal. The characteristic of communication ability is underlined as a fundamental criterion for achieving effective school leadership and administration. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0711/a.php" alt="Hit counter" /></p>

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