Relevant bibliographies by topics / Leadership for inclusive practices

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Leadership for inclusive practices'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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Journal articles on the topic "Leadership for inclusive practices"

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Ferdman, Bernardo M., J. Goosby Smith, Audrey Murrell, Hans Van Dijk, and Ilene Wasserman. "Inclusive Leadership: Practices and Insights." Academy of Management Proceedings 2019, no. 1 (August 1, 2019): 13046. http://dx.doi.org/10.5465/ambpp.2019.13046symposium.

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Miškolci, Jozef, Derrick Armstrong, and Ilektra Spandagou. "Teachers’ Perceptions of the Relationship between Inclusive Education and Distributed Leadership in two Primary Schools in Slovakia and New South Wales (Australia)." Journal of Teacher Education for Sustainability 18, no. 2 (December 1, 2016): 53–65. http://dx.doi.org/10.1515/jtes-2016-0014.

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Abstract The academic literature on the practice of inclusive education presents diverse and at times contradictory perspectives in how it is connected to practices of distributed leadership. Depending on the approach, on the one hand, inclusive educational practice may enable distributed school leadership, while on the other hand, it may allow for hierarchical management styles if staff members do not implement inclusive practices. This paper explores how school staff members perceive and understand the relationship between practices of inclusive education and distributed leadership in two public primary schools: one in New South Wales (Australia) and one in Slovakia. These two schools were identified by external informants as good practice examples of inclusive education. Using qualitative research methods based on interviews, this paper identifies two main understandings of this relationship. First, although distributed leadership may encourage the goals of inclusive education, it may in some circumstances also hinder their achievement. Second, distributed leadership can be constructed as an indispensable component of inclusive education, and this has implications for how the target groups of inclusive education are conceptualised. This paper also discusses the wider social and political contexts of the two primary schools and how in each case context significantly constrained and shaped understandings and practices of inclusion and distributed leadership in the practice of teachers and principals.
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Gotsis, George, and Katerina Grimani. "The role of servant leadership in fostering inclusive organizations." Journal of Management Development 35, no. 8 (September 12, 2016): 985–1010. http://dx.doi.org/10.1108/jmd-07-2015-0095.

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Purpose The purpose of this paper is to provide an integrative framework of servant leadership and employees’ perception of inclusion. The authors argue that servant leadership embodies an inclusive leadership philosophy that is in a position to facilitate feelings of belongingness and uniqueness among diverse employees. Design/methodology/approach A theoretical model capturing the effect of servant leadership in shaping climates for inclusion, is developed. The authors elaborate on research streams focussing on climates for inclusion, and examine servant leadership as a potential predictor of inclusion. In this respect, the authors posit that inclusive practices mediate the servant leadership and inclusion relationship, while leaders’ inclusiveness beliefs moderate the servant leadership and inclusive practices relationship. Findings The model introduces mediating mechanisms that intervene in the indirect relationship between servant leadership and climates for inclusion. In so doing, the authors seek to identify how organizational practices supported through servant leadership behaviors address employee needs for belongingness and uniqueness. The model predicts multi-level beneficial outcomes for social identity groups. Practical implications The paper identifies a bundle of organizational practices facilitating employees’ perceptions of inclusion, by placing an emphasis on how servant leaders can enact and implement practices in view of attaining inclusiveness pursuits. Social implications Servant leadership is inclusive by empowering diverse employees and fostering equitable and more humane workplaces, as well as by being more sensitive to various societal expectations. Originality/value The paper is intended to explore precisely how servant leadership can help inclusive ideals to thrive in diverse work environments.
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Carter, Susan, and Lindy-Anne Abawi. "Leadership, Inclusion, and Quality Education for All." Australasian Journal of Special and Inclusive Education 42, no. 01 (May 21, 2018): 49–64. http://dx.doi.org/10.1017/jsi.2018.5.

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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.
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Morvan, Jhonel, and Déirdre Smith. "Cases Inquiry as Critical Praxis: Supporting Intersectionality Within Inclusive Leadership Practices." Exceptionality Education International 30, no. 2 (September 1, 2020): 80–95. http://dx.doi.org/10.5206/eei.v30i2.11083.

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This article illuminates the significance of exploring intersectionalities within inclusive leadership practices through case inquiry as a critical praxis. Five educational institutions engaged in a partnership focused on exploring the lived practices and professional knowledge of school leaders as they worked towards supporting a vision of inclusive education within their individual school communities. These lived experiences were represented in written cases that have been captured in a provincial resource, Exploring Inclusive Leadership Practices through Case Inquiry (Sider, Maich, Morvan, Specht, & Smith, 2018). Mobilizing the knowledge and practices within this resource and supporting exploration of this knowledge and associated practices through a lens of critical praxis has been one of the key knowledge mobilization components of the June 1, 2019 conference, Exploring Intersectionalities for Leadership and School Inclusion, held at the University of British Columbia. This knowledge mobilization event, along with other initiatives, such as the case resource, helped to foster critical dialogue and interrogation related to leadership practices that can support or hinder a vision and enactment of inclusive education within school communities.
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DeMatthews, David, Bonnie Billingsley, James McLeskey, and Umesh Sharma. "Principal leadership for students with disabilities in effective inclusive schools." Journal of Educational Administration 58, no. 5 (April 25, 2020): 539–54. http://dx.doi.org/10.1108/jea-10-2019-0177.

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PurposeCreating inclusive schools for students with disabilities is a major leadership responsibility for principals throughout the world. Each national, regional and local context is different, but every principal can help create and support inclusive schools. The purpose of this article is to describe the evolving context of inclusive education and school leadership in the United States aligning what is known to an established leadership framework (Hitt and Tucker, 2016), as there are similarities between the Hitt and Tucker domains and the work of leaders in inclusive schools. The authors emphasize that inclusive leadership is consistent with existing conceptualizations of principals' work. The authors consider specific policies and organizational conditions that support inclusive schools and highlight successes and continuing challenges for principals that can be applied throughout the world.Design/methodology/approachThis paper utilizes an exploratory approach to review the US policy-related and empirical literature on school leadership for effective inclusive schools. The authors draw across time from research syntheses in school and inclusive leadership from leading journals in educational leadership, special education and edited volumes focused on school leadership. The authors analyze common themes centered on leadership practice, organizational and social conditions and challenges.FindingsThe research review identified effective leadership practices that support inclusive education in the United States and provides a critical discussion of how these findings relate to international research and practice.Practical implicationsThe paper considers the relevance of national policy contexts coupled with a review of school leadership for inclusive schools that is insightful for policymakers and practitioners seeking to create more inclusive schools throughout the world.Originality/valueThe paper offers a situated review of leadership for inclusive schools in the United States. As such, this review lays the foundation for a comparative and international conversation on school leadership for inclusion.
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Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (August 13, 2018): 4–8. http://dx.doi.org/10.32013/y2ughyc.

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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.
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Housecat, Minerva, and Josiah Carberry. "Best practices for best practices." Journal of Metadata Perfection 5, no. 11 (August 13, 2018): 4–8. http://dx.doi.org/10.32013/88y2ughyc.

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Parse empower communities movements targeted; radical; social enterprise issue outcomes big data venture philanthropy. Venture philanthropy cultivate impact, state of play; white paper collaborative consumption entrepreneur collaborative cities inclusive. Agile best practices, thought leadership collective impact impact investing to families. And equal opportunity vibrant, the, storytelling synergy metadata matters B-corp unprecedented challenge.
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Alston, Geleana D., and Catherine A. Hansman. "Embracing Diversity and Inclusive Mentoring Practices for Leadership Development." New Directions for Adult and Continuing Education 2020, no. 167-168 (September 2020): 83–94. http://dx.doi.org/10.1002/ace.20400.

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Moriah, Mishel P. "Giving voice to headteachers using interpretative phenomenological analysis-IPA." Management in Education 32, no. 1 (January 2018): 6–12. http://dx.doi.org/10.1177/0892020617748141.

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Successful school leadership is an issue debated globally, but these discussions do not seem to occur within the context of inclusive education in the Caribbean. Although there have been reports indicating steady progression in educational leadership and inclusive practices within the last decade, no planned, long-term innovations have emerged. This article reports part of a small-scale, qualitative study, conducted with 16 headteachers of secondary schools from across Guyana and Trinidad & Tobago. An interpretative phenomenological approachwas used to explore how headteachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. The study identified a relationship between the lived experiences of headteachers, and their resulting approach to leading their respective schools. There is also potential for the strengthening of educational leadership and inclusion through reflexive practice that promotes equity in the schools’ contexts.
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Dissertations / Theses on the topic "Leadership for inclusive practices"

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Driscoll, William Russell. "Leadership for Inclusive Practices: Border Crossing for Refugee Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108827.

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Thesis advisor: Lauri Johnson
The United Nations High Commissioner for Refugees estimates that more than half of the 22.5 million refugees worldwide are children. Among the consequences of fleeing their homes because of violence, war and persecution, families and children face a crisis level of interruption to their educational opportunities. As the United States continues to lead the world in welcoming asylum seekers, educational leaders must prepare for an increasing population of transnational students (Bajaj & Bartlett, 2017). Public schools in Massachusetts offer a unique perspective to study how leaders build supports for refugee students because of its high national rankings and the adoption of new Multiple-Tiered Systems of Support (MTSS) for all students (Massachusetts, 2019). This heuristic case study, nested within a group study of inclusive leadership practices in a Massachusetts school district, included interviews with 16 district and school leaders, informal observations of a high school and elementary school with a large population of “newcomer” students, and document review of school websites, newspapers, archives, achievement data, memos, and policy statements. Findings indicated that school leaders use inclusive practices to support the needs of their refugee students by (I) Identifying Barriers to Learning, (II) Aligning Structures with Universal Design for Learning, and (III) Committing to Equitable Access for All. Implications of this case study highlight how leaders might balance equity and access in response to the forced migration of millions of students arriving in their districts
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Moriah, Mishel Patrina. "School leadership and inclusive education practices in Caribbean secondary schools." Thesis, University of Aberdeen, 2017. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=232401.

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Research to date has emphasized the importance of school leadership in improving outcomes for schools with diverse populations (NASSP & NAESP, 2013; Ruairc et al., 2013; Lambert et al., 2002; Heller& Firestone, 1995; Booth and Ainscow, 2011; Leithwood et, al., 2012). Head Teachers are expected to create the conditions for a positive learning environment, academic rigor, and set the standard for inclusive education. Although successful school leadership is a high priority for education in the Caribbean (Miller, 2013), there appear to be tensions in relation to inclusion. The Caribbean Community (CARICOM) largely supports The Dakar Framework for Action of Education for All (UNESCO, 2009), and their openness to the UNESCO Salamanca Statement for Action in 1994 is widely acknowledged. There have been reports indicating steady progression in educational leadership and inclusive practices within the last decade. However, no planned, long-term innovations have emerged (Commonwealth, Secretariat, 2012 & UNESCO, 2015; Riser, 2012). The aim of the study was to explore school leadership and Inclusive education in the Caribbean from the point of view and lived experience of a group of Head Teachers. A qualitative study was conducted with sixteen participants selected from among secondary schools across Guyana and Trinidad & Tobago. An Interpretative Phenomenological Approach- IPA was used (Smith, J. A.; Flowers, P. & Larkin, M. 2009), which explored how Head Teachers ascribe meaning to their unique, lived experiences and how this affects their role in facilitating inclusive education. This study has identified major misalignments between the requirements of the United Nations conventions regarding inclusion and the current focus of the Caribbean system of Education. In their efforts to maintain a student centred approach in leading their schools, the Head Teachers have been instrumental and innovative under uniquely challenging school circumstances. There is potential for the Caribbean schools' context to be seen as a place for the development of leadership that supports the process of inclusive education. However, the impression was that it would take major realignment of leadership perspectives, alongside trained, skilled expertise to be able to deliver meaningful support for inclusion.
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Choquette, Beth N. "Leadership for Inclusive Practices: Supporting Students Who Have Experienced Trauma." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108783.

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Thesis advisor: Lauri Johnson
For students who have experienced trauma, to succeed academically and feel that their social/emotional needs are being met, district and school leaders must create inclusive environments where students feel welcome, taken care of, and safe. This qualitative case study, part of a larger group study of inclusive leadership practices, examined how district and school leaders in a Massachusetts public school district provided an inclusive environment for students who have experienced trauma. The study utilized a qualitative case study design which included 24 semi-structured interviews of district and school leaders and a focus group with six teachers. Findings indicated that district and school leaders help foster a shared vision for inclusive practices by creating structures that can support the needs of students and by providing teachers with the support and training they need to support all students. Inclusive leaders created culture, provided resources, and allowed opportunities for professional development and training that aligned with the framework and cornerstones of social justice leadership (Theoharis, 2009). Implications indicate that district and school leaders have an opportunity to provide equal access, equity, and social justice for all students by assessing current practices in place, identifying areas for growth, and believing in a vision and mission where all students have the right to be educated in an inclusive environment
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Twohig, Barbara J. "Inclusive Practices Used by Principals and Their Staffs to Facilitate the Integration of Students With Disabilities Into General Education Classrooms." Diss., Virginia Tech, 2000. http://hdl.handle.net/10919/27226.

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The purpose of this study was to examine how and why elementary school principals collaborate with their teaching staff to facilitate a commitment to educating students with disabilities in the general education classroom. The researcher used a qualitative multiple case study of three elementary schools to gather the data to answer the research questions posed for the study. The primary methodology for collecting data was from coding semi-structured audiotaped interviews with principals and selected general and special education teachers who were collaborating for the purpose of integrating students with disabilities into general education classrooms for part of their academic instruction. Informal interviews or purposeful conversations were also conducted with other selected general and special education teachers and paraprofessionals at the elementary school sites. Coding procedures followed those used in grounded theory. The study demonstrated that principals play a major role in how students with disabilities are successfully integrated into general education classrooms. Six themes emerged that are consistent with the related literature on the generally effective practices of school administrators. First, principals must work with their staff to cultivate a school climate that nurtures all students in an environment where they all belong, where high expectations are set for all students, and where teachers can teach all children. Second, principals must establish an open system of communication that allows all teachers and parents to share their feelings about the inclusion process at their school and to make recommendations for change if needed. Third, school administrators must work with their faculty to develop mutual goals and to resolve problems. Fourth, principals must assume responsibility for ensuring the necessary support for school policies, including integrating students with disabilities into the general education classrooms. Responsibility was defined as providing instructional, staffing, and emotional support. Fifth, principals must give high priority to providing coordinated planning time for teachers who are working together to facilitate effective communication, team problem solving, and monitoring of student progress. Sixth, principals must support ongoing staff development opportunities that provide information and strategies for working in a school environment that is accepting of all members of the school community.
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Fitzmaurice, Elizabeth. "Leadership for Inclusive Practices: Discipline Decisions That Support Students' Opportunity to Learn." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108782.

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Thesis advisor: Lauri Johnson
Student discipline practices evolved significantly in recent decades, yet pervasive use of out of school suspension persists. Such exclusionary discipline practice negatively influences students’ opportunity to learn and restricts inclusion within the school environment. Wide belief and extensive research speaks to the benefit of alternative practices, yet a gap in research remains specific to what leadership practices influence such opportunities. The purpose of this individual study nested in a larger case study focused on leadership for inclusive practices, was an examination of leadership perceptions of how student discipline decisions can support a student’s opportunity to learn. This study, conducted in a diverse urban school district in Massachusetts, Northside Public Schools, included interview data from fourteen district and school leaders as well as examination of publicly available and locally provided documents as data for analysis. Findings indicate that fostering relationships between school, student, family, and community members is integral to inclusive practices as a whole, specifically when related to discipline situations and pivotal to effective implementation of alternatives to suspensions, such as Positive Behavior Interventions and Supports and Restorative Practices. Recommendations include intentional tiered systems development and implementation of instructional interventions as alternative to exclusionary discipline through a culturally responsive perspective
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Wanjiru, Jenestar. "Conceptualising inclusive education for conflict affected children in one school in Kenya : implications for leadership and inclusive practices." Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/22804.

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Violent conflicts related to tribal-political differences have characterised the Kenyan society since the declaration of multi-party democracy in 1991. The 2007/8 post-election violence (PEV) in particular resulted in the displacement of many Kenyans. Scattering of families saw some children losing months or years of schooling with others permanently excluded from education, while the participation and achievement of those arriving in school was characterised by complex needs and experiences. This PhD study explored pupil and teacher perceptions of the learning and development needs of conflict-affected children in one primary school in Kenya. In particular, this study sought to understand how school leadership practice was developed and leadership roles negotiated, in order to meet pupils’ needs and develop an inclusive ethos. The study addressed the connection between leadership, inclusion and post-conflict education. A single intrinsic case study with aspects of ethnography was undertaken adopting an interpretive approach. Sixteen pupils (9–12 year-olds) shared their views of their learning and development needs through two activities. The headteacher, deputy, senior teacher and six teachers were interviewed (n=9) and asked to reflect on the challenges they experienced in addressing pupils’ needs. Their perceptions of the roles for school leadership were sought, and observations of their everyday practices were conducted in classrooms, assemblies and school ceremonies. Data from these interviews, observations, texts-on-walls, and pupils’ activities were thematically analysed. The participants identified the following as pupils’ learning and development needs: access to, acceptance in, and predictability of their new school; ‘peer-connectedness’, social development, and social inclusion. Children emerged as active agents in their own education, combating adversity through supportive peer relationships. Eurocentric and African perspectives on leadership, and Davies’ (2004) work on education and post-conflict reconstruction were particularly useful in making-sense of how leadership unfolded in practice. Three areas of educational reconstruction in particular were identified as significantly underpinning leadership roles: i) reconstruction of leadership structures allowed shared leadership which facilitated the meeting of pupils’ needs at different levels; ii) reconstruction of relationships targeted repairing children’s emotional, social and moral distortion, and iii) reconstruction of learning cultures encouraged collaborative learning initiatives that improved academic standards. The study found that the connection between school leadership and inclusion in post-conflict schools can be understood along three themes. The first is ‘post-conflict conflict’. I have used this term to reflect that the cessation of overt tribal violence, coupled with movement of pupils into this new settlement ushered in a new phase of conflict for pupils, teachers, schools and their communities. Schooling was characterised by poverty, fragmented/mobile families, distorted social values associated with post-election atrocities, alongside, structural barriers linked to government and sponsor-related needs. Second, ‘connectedness’: while societal fragmentation produced divisions, fear and suspicion of ‘others’, reversing the situation required school leadership to foster social connectedness. Finally, ‘Africanised school leadership’: fostering connectedness required enlisting communal responsibility and mutuality in undertaking emerging roles, thus, employing aspects of local indigenous heritage. The study contributes to knowledge in the emerging field of educational leadership in post-conflict settings (Clarke and O’Donoghue, 2013) whilst addressing the less investigated connection between teachers, leadership and inclusive education (Edmund and Macmillan, 2010), particularly in post-conflict circumstances. The research is timely in informing leadership programs that the government of Kenya is advancing e.g. in decentralising decision-making (MOE, 2012b/c) and, re-alignment to its obligations in the IDP Protocol of the Great Lakes Pact (Kigozi, 2014). Recommendations are made for policy, practice and further research. The conclusion to my study argues for a reconceptualisation of school leadership practice beyond single-leader paradigms, whilst revisiting prioritisation of roles for school leadership, especially, towards fostering inclusiveness in the conflict-prone Kenyan society.
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Vernon, Lisa Jo. "Collaborative practices in schools: The impact of school -based leadership teams on inclusive education." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1550154183.

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Redden, Jonathan Velvet. "Leadership for Inclusive Practices: Supporting Special Education Needs of Students in the General Education Classroom." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108787.

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Thesis advisor: Lauri Johnson
Understanding how leaders in school districts develop, implement, and sustain effective inclusive practices in schools that continuously enable students with disabilities (SWDs) to be consistently immersed in appropriate learning environments is a complex task. Research indicates that successful inclusive policies, structures, and beliefs are developed contextually and are not always transferable. More research needs to be done on inclusive practices that are implemented by district and school leaders and their effects on students with disabilities. As part of a group qualitative case study about inclusive leadership practices in a diverse urban school district in Massachusetts (Northside Public Schools), the purpose of this individual study was to examine leadership practices that undergird inclusion for students with disabilities in the general education classroom. Interview data from sixteen district and school leaders, six teachers in a focus group interview, and public documents provided data for analysis through a Universal Design for Learning (UDL) framework. Findings indicate that strong welcoming school environments and the leader’s vision for inclusion are important, but will not necessarily lead to improved achievement outcomes for SWDs. Leaders should build from inclusive values and determine appropriate steps to intentionally remove barriers to the curriculum for SWDs in the general education classroom
Thesis (EdD) — Boston College, 2020
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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Shultz, Kimberly A. "Implementation of Inclusion Practices K-12| From Compliance to Sustainability." Thesis, California State University, Long Beach, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286076.

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There has been a strong movement since the reauthorization of PL 94-142 in 2004 and 2006 toward inclusionary practice for students with disabilities to receive instructional and social opportunities in the general education classroom Proponents of inclusionary practices believe that in order to provide an authentic least restrictive environment (LRE) for the growing population of identified students with disabilities, the learning environment needs to be a culture of inclusionary practice. Inclusion advocates assert that inclusion is a civil rights issue. Those rights include equal access to educational opportunities. This change in education involves various moving parts; thereby increasing the challenges for school district leaders.

School districts continue to grapple with special education service delivery models that best fit the special education students’ needs within a legal and educational context. A continuum of special education services is provided by school districts to meet the needs of special education students. Inclusion is a delivery model that is federally mandated and requires principal leadership, vision, and collaboration. The importance of educational leaders to transform educational settings for students with disabilities is crucial in preparing them to acquire the skills necessary to be college and career ready (Billingsley, McLesky & Crockett, 2014).

This qualitative study focused on district administrators representing 13 districts that have experience and knowledge in inclusive settings for students with disabilities. This study examined the process of inclusionary practices by exploring district administrator perceptions on the challenges district administrators face in the adoption, implementation, and sustainability incorporating inclusionary practices in district schools.

This study was based on a conceptual framework that synthesizes two theories: Fullan’s educational change theory and Schein’s organizational leadership theory. Together, these two theories provide a contextual lens to examine the experiences of district administrators who have developed and sustained inclusionary practices.

Data from this qualitative study included district administrator interviews. Participants in the study were 13 district administrators, who had knowledge and experiences with the district’s special education program. The participants interviewed had more than 3 years of administrative experience and were involved the development and success of inclusionary practices.

Analysis of this data yielded significant findings and recommendations in relation to the adoption, implementation, and sustainability of inclusive environments. Findings for this study confirm that in order for inclusion to be implemented teacher and principal participation is key. Administrators expressed professional development and time for collaboration as essential for sustainability. This study also contains recommendations for successful implementation of inclusion through the methods of collaboration, professional development, and communication.

The need for sustaining successful inclusive environments is a critical finding that will continue to apply to school districts as they continue to grapple with special education service delivery models that best fit the special education students’ needs within a legal and educational context.

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Cobb, Paulette. "Examining the Efficacy of Inclusive Practices and Its Impact on the Academic Achievement of High School Students with Mild to Moderate Disabilities." Thesis, San Jose State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10828070.

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There is extensive research in elementary education on effective practices that support academic success for students with mild to moderate disabilities in general education; however there is a dearth of research on high school inclusion practices. A survey examined the current inclusionary practices at a Central Coast High School. California State Standardized Assessment scores of 11th grade English Language Art and Math classes were also analyzed by groups. Overall, findings indicated that inclusionary practices were implemented to different degrees, but none were fully in place i.e., practices building relationships was rated the highest and instructional practices was rated lowest. In addition, findings indicated that students with disabilities exceeded the state SBAC scores in the area of English but not math. Longitudinal research is needed to further identify secondary practices that impact Math scores for students with disabilities along with continued examination of inclusive high school practices.

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Books on the topic "Leadership for inclusive practices"

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Inclusive practices and social justice leadership for special populations in urban settings: A moral imperative. Charlotte, NC: Information Age Publishing, Inc., 2015.

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Inclusive leadership. San Francisco: Jossey-Bass, 2006.

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Wuffli, Peter A. Inclusive Leadership. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23561-5.

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Ferdman, Bernardo M., Jeanine Prime, and Ronald E. Riggio. Inclusive Leadership. Edited by Bernardo M. Ferdman, Jeanine Prime, and Ronald E. Riggio. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673.

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Adapa, Sujana, and Alison Sheridan, eds. Inclusive Leadership. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60666-8.

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Ruairc, G. Mac, E. Ottesen, and R. Precey. Leadership for Inclusive Education. Rotterdam: SensePublishers, 2013. http://dx.doi.org/10.1007/978-94-6209-134-4.

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Kugelmass, Judy W. Inclusive leadership; leadership for inclusion: Full report. Nottingham: National College for School Leadership, 2003.

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Gehrke, Bettina, and Marie-Thérèse Claes, eds. Global Leadership Practices. London: Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-35001-5.

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(Firm), Corwin, ed. The best of Corwin: Inclusive practices. Thousand Oaks, Calif: Corwin Press, 2011.

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Transforming classroom culture: Inclusive pedagogical practices. New York: Palgrave Macmillan, 2011.

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Book chapters on the topic "Leadership for inclusive practices"

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Atewologun, Doyin, and Charlotte Harman. "Inclusive Leadership Practices." In Inclusive Leadership, 99–110. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-7.

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Henderson, Effenus. "The Practice of Inclusive Leadership in Disruptive and Polarizing Times." In Inclusive Leadership, 314–35. New York : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429449673-22.

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Gallegos, Plácida V. "The Work of Inclusive Leadership." In Diversity at Work: The Practice of Inclusion, 177–202. San Francisco: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118764282.ch6.

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Frawley, Stephen, Laura Misener, Daniel Lock, and Nico Schulenkorf. "Leadership practices from a diversity and inclusion perspective." In Global Sport Leadership, 64–80. Abingdon, Oxon ; New York, NY : Routledge, 2019. |: Routledge, 2019. http://dx.doi.org/10.4324/9781315101835-6.

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Ottmann, Jacqueline, and Joan Jeary. "Assessment Practices and Aboriginal Students." In Leadership of Assessment, Inclusion, and Learning, 327–63. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23347-5_14.

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Booysen, Lize. "The Development of Inclusive Leadership Practice and Processes." In Diversity at Work: The Practice of Inclusion, 296–329. San Francisco: John Wiley & Sons, Inc., 2014. http://dx.doi.org/10.1002/9781118764282.ch10.

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Najev Čačija, Ljiljana, Sanja Bilač, and Goran Džingalašević. "Benchmarking Education Policies and Practices of Inclusive Education: Comparative Empirical Research—The Case of Croatia, Italy and Portugal." In Educational Leadership in Policy, 117–34. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-99677-6_8.

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Mabingo, Alfdaniels. "Contexts and Meanings of Indigenous Dance Education Practices." In Critical Studies in Dance Leadership and Inclusion, 75–99. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5844-3_5.

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Mabingo, Alfdaniels. "Ubuntu, Indigenous Communities, and Dance Practices in African Cultures." In Critical Studies in Dance Leadership and Inclusion, 25–42. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-5844-3_3.

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Galkienė, Alvyra, and Ona Monkevičienė. "Preconditions of Transforming the Educational Process by Applying Inclusive Education Strategies: Theoretical Background." In Inclusive Learning and Educational Equity, 1–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80658-3_1.

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AbstractThe experience of the development of inclusive education strategies in various countries has been the source of various conceptions and practices, which have gradually evolved into the axis of the education policy of the late twentieth and early twenty-first century. This chapter presents an overlook of insights that are significant for the practical implementation of inclusive education and substantiated by scientific research. As the perception of inclusive education developed from meeting special educational needs in general schools (Florian. Int J Incl Educ 23(7–8): 691–704. 10.1080/13603116.2019.1622801, 2019) to recognising the variety of needs of all students (Meyer et al. Universal design for learning: theory and practice. CAST, 2014), the Universal Design for Learning (UDL) approach was presented to the pedagogical circles. This chapter of the book examines the fundamental aspects of the UDL approach in the context of the development of the inclusive education construct, from emphasising the Zone of Proximal Development (Vygotsky. Thought and language. MIT Press, 1962) to highlighting the processes taking place in the inclusive education ecosystem (European Agency for Special Needs and Inclusive Education. Inclusive school leadership: exploring policies across Europe. (E. Óskarsdóttir, V. Donnelly & M. Turner-Cmuchal, Eds.). Odense, Denmark. https://www.european-agency.org/sites/default/files/sisl_synthesis_report.pdf. Retrieved 16 April 2021, 2019), revealing the variety of perceptions of student uniqueness and education differentiation concepts in implementing inclusive education, and discussing the differences between the specificities of education goals and their implementation in the UDL and traditional approaches. The analysis of scientific research allowed us to distinguish the basic aspects of the UDL approach that are significant for the transformation of the traditional education system into a high-quality one based on the presumptions of success for every student and formed on the grounds of inclusive education.
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Conference papers on the topic "Leadership for inclusive practices"

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Al-Harthi, Aisha Salim Ali, and Mahmoud Emam. "Leadership of technology in inclusive practice." In 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). IEEE, 2017. http://dx.doi.org/10.1109/icta.2017.8336021.

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Palmer, June, Sheila Matoti, Gregory Alexander, and Edwin De Klerk. "INCLUSIVE LEADERSHIP STRATEGIES TO SUSTAIN THE INCLUSIVE PEDAGOGICAL PRACTICES OF PRESERVICE TEACHERS AT A UNIVERSITY OF TECHNOLOGY." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0939.

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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.
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Lu, Qian. "The Impact of Inclusive Human Resource Practices on Individual Creativity: The Role of Job Crafting and Transformational Leadership." In 8th International Conference on Education, Management, Information and Management Society (EMIM 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/emim-18.2018.74.

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Palmer, June, Rantsie Kgothule, Gregg Alexander, and Edwin de Klerk. "ENABLING TRANSFORMATIVE INCLUSIVE LEARNING PEDAGOGIES OF PRESERVICE TEACHERS IN MULTICULTURAL HIGHER LEARNING CONTEXTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end129.

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Several studies echo the role of participation and interaction in learning activities as crucial to valorise all students equally. Inclusive pedagogy should recognize the disputed nature of inclusive education and the subsequent unpredictability in teaching practices as a means of identifying students requiring additional learning support particularly amid the COVID-19 pandemic. Such variability raises significant questions about the nature and value of educational provision, around the globe, but particularly in the South African multicultural higher learning context. Having applied a transformative learning methodology this paper explores the influence of inclusive learning pedagogies in shaping preservice teachers’ repertoires in multicultural higher learning contexts. The findings suggest that transformative learning promotes specific practices such as trusting relationships within the learning context and an appreciation for diversity and inclusivity, opportunities for critical reflection, shared and collective learning, and transformative leadership development. Ultimately, when circumstances permit, transformative preservice teachers move toward a frame of reference that is more self-reflective, integrative and inclusive of experience. In conclusion we suggest that stakeholders in higher education contexts consider creating institutional spaces for preservice teachers to change their frame of reference in approaching their own teaching and learning repertoires in transformative and inclusive ways.
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Jones, Mary Kathryn, Kelsey N. Dunn, Jill R. Hershman, Alston H. Pike, Sarah E. Johnson, and Beth A. Todd. "Best Practices in Student Section Participation and Professional Development." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-64164.

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ASME student sections have a strong tradition of serving the needs of undergraduate students at universities across the country and around the globe. Similar to senior sections, student sections can learn from one another by sharing best practices. This paper describes best practices in four areas of student section programming: 1) membership, 2) STEM outreach, 3) section leadership development, and 4) inclusion of graduate students. Through these and other best practices, student sections can remain effective in their role as a partner in workforce development.
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Deibel, Katherine. "Studying our inclusive practices." In the 12th annual SIGCSE conference. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1268784.1268861.

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Aziz, Muhammad Racmatul, Dwi Esti Andriani, and Aris Suharyadi. "Indonesian Teacher Leadership Practices." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.030.

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Miles, M. S., and R. Osika. "Modern Chinese leadership: Experienced best practices." In Technology (ICMIT 2008). IEEE, 2008. http://dx.doi.org/10.1109/icmit.2008.4654368.

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Stricoff, R. "151. Best Practices in EHS Leadership." In AIHce 2004. AIHA, 2004. http://dx.doi.org/10.3320/1.2758123.

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Reports on the topic "Leadership for inclusive practices"

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Joseph, Jacquleen, Garima Jain, Suchita Awasthi, Theimneizho Gangte, Sriram A, Gargi Sen, Teja Malladi, et al. Leadership for Disaster Resilience: Learning from the Current Practices in India. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/drla.2018.

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Adams, Janice. Principal Leadership Practices in High Poverty K-5 Model Schools in Oregon. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2617.

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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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Zhao, Sophia. Overcoming Barriers to Women’s Leadership. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2041.

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Schelzig, Karin, and Kirsty Newman. Promoting Inclusive Education in Mongolia. Asian Development Bank, November 2020. http://dx.doi.org/10.22617/wps200305-2.

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Children with disabilities suffer disproportionately from the learning crisis. Although they represent only about 1.5% to 5% of the child population, they comprise more than half of out-of-school children globally. Inspired by a commitment that every child has the right to quality education, a growing global drive for inclusive education promotes an education system where children with disabilities receive an appropriate and high-quality education that is delivered alongside their peers. The global commitment to inclusive education is captured in the Sustainable Development Goal 4—ensuring inclusive and equitable education and promoting lifelong learning opportunities for all. This paper explores inclusive education for children with disabilities in Mongolia’s mainstream education system, based on a 2019 survey of more than 5,000 households; interviews with teachers, school administrators, education ministry officials, and social workers; and visits to schools and kindergartens in four provinces and one district of the capital city. Mongolia has developed a strong legal and policy framework for inclusive education aligned with international best practice, but implementation and capacity are lagging. This is illustrated using four indicators of inclusive education: inclusive culture, inclusive policies, inclusive practices, and inclusive physical environments. The conclusion presents a matrix of recommendations for government and education sector development partners.
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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.
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Hayes, Anne M., and Jennae Bulat. Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. RTI Press, July 2017. http://dx.doi.org/10.3768/rtipress.2017.op.0043.1707.

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Having a disability can be one of the most marginalizing factors in a child’s life. In education, finding ways to meet the learning needs of students with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education—which fully engages all students, including students with disabilities or other learning challenges, in quality education—has proven particularly effective in helping all students learn, even while challenges to implementing inclusive education systems remain. This guide provides suggestions for developing inclusive education systems and policies, especially for low- and middle-income countries that are moving from a segregated system toward an inclusive system of education. We specifically address the needs of countries with limited resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
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Gordon, Eleanor, and Briony Jones. Building Success in Development and Peacebuilding by Caring for Carers: A Guide to Research, Policy and Practice to Ensure Effective, Inclusive and Responsive Interventions. University of Warwick Press, April 2021. http://dx.doi.org/10.31273/978-1-911675-00-6.

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The experiences and marginalisation of international organisation employees with caring responsibilities has a direct negative impact on the type of security and justice being built in conflict-affected environments. This is in large part because international organisations fail to respond to the needs of those with caring responsibilities, which leads to their early departure from the field, and negatively affects their work while in post. In this toolkit we describe this problem, the exacerbating factors, and challenges to overcoming it. We offer a theory of change demonstrating how caring for carers can both improve the working conditions of employees of international organisations as well as the effectiveness, inclusivity and responsiveness of peace and justice interventions. This is important because it raises awareness among employers in the sector of the severity of the problem and its consequences. We also offer a guide for employers for how to take the caring responsibilities of their employees into account when developing human resource policies and practices, designing working conditions and planning interventions. Finally, we underscore the importance of conducting research on the gendered impacts of the marginalisation of employees with caring responsibilities, not least because of the breadth and depth of resultant individual, organisational and sectoral harms. In this regard, we also draw attention to the way in which gender stereotypes and gender biases not only inform and undermine peacebuilding efforts, but also permeate research in this field. Our toolkit is aimed at international organisation employees, employers and human resources personnel, as well as students and scholars of peacebuilding and international development. We see these communities of knowledge and action as overlapping, with insights to be brought to bear as well as challenges to be overcome in this area. The content of the toolkit is equally relevant across these knowledge communities as well as between different specialisms and disciplines. Peacebuilding and development draw in experts from economics, politics, anthropology, sociology and law, to name but a few. The authors of this toolkit have come together from gender studies, political science, and development studies to develop a theory of change informed by interdisciplinary insights. We hope, therefore, that this toolkit will be useful to an inclusive and interdisciplinary set of knowledge communities. Our core argument - that caring for carers benefits the individual, the sectors, and the intended beneficiaries of interventions - is relevant for students, researchers, policy makers and practitioners alike.
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Hayes, Anne M. Assessment as a Service Not a Place: Transitioning Assessment Centers to School-Based Identification Systems. RTI Press, April 2020. http://dx.doi.org/10.3768/rtipress.2020.op.0064.2004.

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The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
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Morini, Luca, and Arinola Adefila. Decolonising Education – Fostering Conversations - Interim Project Report. Coventry University, September 2021. http://dx.doi.org/10.18552/glea/2021/0001.

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‘Decolonising Education – Fostering Conversations’ is a project funded by RECAP involving Coventry University (CU) and Deakin University. While originated as a comparative study focussing on exploring respective decolonisation practices and discourses from staff and student perspectives, the pandemic forced a shift where Coventry focused data collection and developments were complemented, informed and supported by literatures, histories, institutional perspectives, and methodologies emerging from Indigenous Australians’ struggle against colonialism. Our aims are (1) map what is happening in our institution in terms of decolonisation, and (2) to explore accessible and inclusive ways of broadening the conversation about this important topic.
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