Leadership to Improve Student Outcomes

Inclusive School Leadership in Developing Context: What Are the Levers of Change?

“…Furthermore, functional leaders (Rayner, 2009), such as heads of departments, are expected to supervise the teaching and learning in a specific disciplinary area. To promote the implementation of inclusive education in schools, various school leaders need to come together and develop a common vision, beliefs, and responsibilities to enhance practices in schools (Thurlow et al, 2019).…”

“…The expectation is that exposing pre-service and in-service teachers to the concept of inclusive education will enable them to develop an in-depth understanding of diversity, resulting in more effective practice in the classroom (Forlin et al, 2014; Sharma & Nuttal, 2016; Sharma et al, 2016, 2017). While there is an extensive amount of scholarship on the effectiveness of teacher education in preparing teachers to implement inclusive education in classrooms (Carew et al, 2019; Chao et al, 2016, 2018; Saloviita, 2018), other studies have noted that school leadership is pivotal in facilitating the change process and establishing measures to enhance practice (Ainscow & Sandill, 2010; Cobb, 2015; Liasidou & Antoniou, 2014, 2015; Liasidou & Svensson, 2014; Thurlow et al, 2019). Thus, there is a need for leadership training models that could be used to provide contextual training to future school leaders, especially in sub-Saharan African contexts.…”

The Invisible Population of Students With Learning Disabilities in South Korea

“…To assess and educate students with LD, all school personnel, including administrators, general education teachers, and special education teachers, should cooperate in extending efforts to support struggling learners. Thurlow et al (2019) emphasized the power of shared beliefs and support systems for students in inclusive settings. By sharing the responsibility for struggling learners and providing a schoolwide support system, all students, including those with LD, would receive more opportunities to learn.…”

Theorising leadership for inclusion in the Irish context: A triadic typology within a distributed ecosystem

“…Defining leadership for inclusion is arduous, because the term ‘inclusion’ itself is a nebulous, ‘context-bound’ concept (Lindqvist and Nilholm, 2013: 96). Taking into consideration the three-dimensional framework outlined in the Introduction, it may reasonably be deduced as the process of influencing others towards a values-based vision (Bush and Glover, 2014; Thurlow et al, 2012) that all children, regardless of ability, should be educated meaningfully within the one school system that accounts for differing needs (Florian, 2019). The purpose of leadership in this scenario is to ‘establish, support and maintain an inclusive culture’ (Moloney and McCarthy, 2018: 58).…”