scholarly journals Setting the Context for a Conference to Explore Intersectionalities for School Leadership and Inclusion

2020 ◽  
Vol 30 (2) ◽  
pp. 4-11
Author(s):  
Steve Sider ◽  
Paul Ling
Keyword(s):  
School Leadership ◽  
Government Policy ◽  
School System ◽  
School Principals ◽  
Policy Makers ◽  
Special Education Needs ◽  
Inclusive Schools ◽  
System Leaders ◽  
Education Needs ◽  
Support Students

This article describes a conference held in Vancouver, Canada, that explored school leadership, inclusion, and Indigeneity. The conference, entitled Exploring Intersectionalities for Leadership and School Inclusion, provided an opportunity for educational scholars, government policy-makers, Indigenous Knowledge Keepers, school system leaders, principals, and teachers to examine how school principals can support students with special education needs in inclusive schools. This article provides the rationale, background, logistical details, and deliverables of the conference. In the conclusion, questions are raised that require further exploration in the field of inclusion and school leadership.

Mobile learning technology based on iOS devices to support students with special education needs

2013 ◽  
Vol 61 ◽  
pp. 77-90 ◽  
Author(s):  
Álvaro Fernández-López ◽  
María José Rodríguez-Fórtiz ◽  
María Luisa Rodríguez-Almendros ◽  
María José Martínez-Segura
Keyword(s):  
Special Education ◽  
Mobile Learning ◽  
Learning Technology ◽  
Mobile Learning Technology ◽  
Special Education Needs ◽  
Education Needs ◽  
Support Students

Proposal of a Web-based Collaborative System to Support Student's Homework

2015 ◽  
Vol 7 (1) ◽  
pp. 47-64 ◽  
Author(s):  
Miguel Candeias ◽  
Maria G.A.D. Reis ◽  
Joaquim J. Escola ◽  
Manuel Cabral Reis
Keyword(s):  
Motor Coordination ◽  
Statistical Data ◽  
Point Of View ◽  
Time Saving ◽  
Web Based ◽  
Special Education Needs ◽  
Paper Form ◽  
Education Needs ◽  
Support Students ◽  
Web Based System

The authors propose a web-based system to support students' homework, and letting their parents have access to it. From the teacher's point of view, the authors believe that one of the major advantages of their system is time saving. Like other systems available, this system gathers statistical data concerning different groups of students selected by the teacher. From these data on, the teacher can easily see where students are having problems and decide what to do next. From the student's point of view, the authors elected as main advantages of this system the prompt feedback about the exercises correctness, added to the training with different exercises sets about the same subject, besides the utilization of video, color, sound, etc., that positively reinforce child's senses. Their previous results show that students prefer to solve exercises in digital form, rather than exercises in paper form, also showing a more positive attitude towards the former. Also, the authors have seen that the use of computers has enabled the development of tactile sensitivity and motor coordination in children with special education needs.

Inclusive Education Teachers—Strategies of Working Collaboratively With Parents of Children With Special Educational Needs in Macau

2019 ◽  
Vol 29 (2) ◽  
pp. 191-207
Author(s):  
Shun Wing Ng ◽  
Yee Wan Kwan
Keyword(s):  
Inclusive Education ◽  
Learning Opportunities ◽  
Special Educational Needs ◽  
Education Policies ◽  
Developing Regions ◽  
Policy Makers ◽  
Special Education Needs ◽  
Education Needs ◽  
Quality Learning ◽  
Education Process

Education for learners with special education needs has become one of the major concerns of education policies in every corner of the world. In Macau, however, the transformation of schools into inclusive environments is reported to be slow because many teachers in Macau have not accepted the key values of inclusive education and possess little knowledge of their responsibilities as inclusive education teachers. Despite being nonempirical, the aim of this article is twofold: to inform inclusive education teachers, especially those in Macau and other developing regions, of the necessary knowledge, skills and strategies of working collaboratively with parents of children with SEN and provide policy makers concerned with practical ideas of designing effective professional development programmes for teachers working in the inclusive environment. The ultimate aim is to ensure that children with SEN benefit from an education process that includes quality learning opportunities.

scholarly journals Variation in Leadership Styles Based on Gender and School System in Baltistan Region of Gilgit-Baltistan, Pakistan

2021 ◽  
Vol VI (II) ◽  
pp. 162-173
Author(s):  
Kamal Ud Din ◽  
Zaheer Abbas ◽  
Musarrat Habib
Keyword(s):  
Public Schools ◽  
Leadership Styles ◽  
School Leadership ◽  
Private School ◽  
School System ◽  
School Principals ◽  
Situational Leadership ◽  
Public And Private ◽  
Significant Difference ◽  
Gilgit Baltistan

Previous studies show divided views on how female-school-leadership styles differ from their male counterparts in both public and private schools. This survey designed research employed a structured questionnaire to collect data from one hundred (120) headteachers (63 male, 57 female) about their leadership styles practices from elementary schools of the Baltistan region. Schools were selected through stratified (public/private) random sampling from the four districts of Baltistan. Both descriptive and inferential statistical tools were used to analyze data. A statistically significant difference between male (M= 3.131, SD = .896) and females (Mean = 3.667, SD=.922) was found with respect to situational leadership only. Public schools principals practiced more autocratic styles as compared to private school principals. Female school principals were more democratic in both private as well as public schools than male principals. Situational leadership styles were more in practice across gender and the school system.

scholarly journals The Editor’s Note: A republic of dunces?

2020 ◽  
Vol 101 (7) ◽  
pp. 4-4
Author(s):  
Rafael Heller
Keyword(s):  
Liberal Education ◽  
School System ◽  
Public Life ◽  
Willful Ignorance ◽  
Policy Makers ◽  
Conspiracy Theories ◽  
System Leaders ◽  
Long Time

At a time when conspiracy theories and willful ignorance have flooded our politics and public life, it’s worth asking how our schools have wrestled with anti-intellectualism over the years. As Johann Neem and other contributors to this issue of Kappan explain, it has been a very long time since our policy makers and school system leaders shared a consensus on the merits of providing every child with a liberal education.

scholarly journals Teachers’ perceptions of their school principal's leadership style and improvement in their students’ performance in specialized schools for students with conduct disorders

2021 ◽  
pp. 089202062110546
Author(s):  
Uri Even ◽  
Iris BenDavid-Hadar
Keyword(s):  
Special Education ◽  
Leadership Style ◽  
Fixed Effects ◽  
Conduct Disorders ◽  
School Principal ◽  
Policy Makers ◽  
Teachers Perceptions ◽  
Specialized Schools ◽  
Special Education Needs ◽  
Education Needs

We examined the relationship between the school principal's leadership style, as perceived by the school teachers, and improvement in the performance of students with special education needs enrolled in specialized schools for students with conduct disorders. Our motivation originates in the increasing trend in their share within the general population and the premise that this unique population may respond differently to school principal leadership style. Datasets on students’ previous performance, students’ background characteristics, teacher profiles, and school features were collected. In addition, a questionnaire on teachers’ perceptions of their school principal's leadership style was distributed. Datasets were collected from 92 teachers who worked in special education needs public schools that specialized in conduct disorders. Using STATA software, we measured multilevel fixed-effects models. We found that the more the school principal is perceived as a transformational leader, the higher the students’ performance. Additionally, secondary school advantaged students (i.e. having a high level of previous performance, high socioeconomic strata), who are taught by more educated teachers, exhibit higher performance compared with their counterparts. Based on our finding, we recommend that policy makers would consider assigning transformational leaders to low-performing schools. In addition, policy makers may want to allocate extra learning resources and to provide access to learning services to support the disadvantaged students’ learning process.

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