Essential Schools and Inclusion: A Responsive Partnership

Are Principals Prepared to Manage Special Education Dilemmas?

“…Sage and Burrello (1994) noted that the &dquo;principal has such an impact&dquo; (p. 227) on instructional practices that his or her leadership can play a major role in the success of the school's special education program. Increased responsibility of principals for all programs, including special education, comes at a time when administrative training provides minimal information on special education programs (Malloy 1996). Even though the national trend toward more inclusive practices has resulted in a call for major changes in teacher education programs, few states require special education competence, knowledge, or coursework for administrators (Tryneski 1996-97).…”

Inclusionary and Exclusionary Secondary Schools: The Effect of School Culture on Student Outcomes

“…These include, among other things, the encouragement of heterogenous student groupings for the purposes of instruction as well as the even application of school codes of behaviour and other administrative practices (Malloy, 1996). Similarly, inclusionary pedagogy has been defined as teaching practices that: (a) respond to classroom and societal differences based on race, class, gender, sexual orientation, age, ability (Dei, 1996); (b) utilize a diverse range of teaching styles; and (c) accommodate a diversity of learning styles (Malloy, 1996).…”