Reculturing for equity through integrated services: a case study of one district's reform

Dentith, Audrey M.; Frattura, Elise; Kaylor, Maria

doi:10.1080/13603116.2012.676080

Cited by 4 publications

(7 citation statements)

References 22 publications

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“…In effective inclusive schools, principals, general and special educators and paraprofessionals work together to meet the unique needs of students with disabilities. Teachers may be resistant to collaborative efforts if they have not been adequately prepared or maintain deficit thinking of students with disabilities (Causton-Theoharis, et al , 2011; Dentith et al , 2013). Principals may need to engage teachers in conversations that challenge status quo thinking about disability, question deficit-oriented perspectives and emphasize the need for students with disabilities to achieve within the same content standards as all students (Billingsley et al , 2019).…”

Section: Leadership Research and Standards For Inclusive Schools To Support Students With Disabilitiesmentioning

confidence: 99%

“…Teachers stated, restructuring “has made us try and see whoever is in our classrooms as ‘our' kid” (p. 198), and “it is the teacher's job to make it work for all students in a classroom…to allow them to participate at their level on grade level curriculum” (p. 199). In contrast, teachers in other reform efforts made comments suggesting that they believed children with disabilities need to “prove themselves able to be successful in the…general classrooms with little or no modifications” (Dentith et al , 2013, p. 229), suggesting the need for greater understanding about the rationale and meaning of inclusion.…”

Section: Leadership Research and Standards For Inclusive Schools To Support Students With Disabilitiesmentioning

confidence: 99%

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Principal leadership for students with disabilities in effective inclusive schools

DeMatthews

Billingsley

McLeskey

et al. 2020

JEA

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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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Section: Leadership Research and Standards For Inclusive Schools To Support Students With Disabilitiesmentioning

confidence: 99%

Section: Leadership Research and Standards For Inclusive Schools To Support Students With Disabilitiesmentioning

confidence: 99%

Principal leadership for students with disabilities in effective inclusive schools

DeMatthews

Billingsley

McLeskey

et al. 2020

JEA

View full text Add to dashboard Cite

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“…Much of the literature has highlighted the need to locate inclusive education central to the overall school performance as opposed to looking at individuals who have deficits (Dyson et al 2004). Questions have been raised about the anomalous persistent presence of special school provision in inclusive education systems (Dentith, Frattura, and Kaylor 2013;McMenamin 2011). Justification for inclusion as a policy objective has included recognition of the possibilities in an inclusive education system for addressing wider social issues -as a mechanism to enable all children to achieve to their full potential (Carrington and Robinson 2004).…”

Section: Unwinding the Tangle Of Inclusion And Inclusive Educationmentioning

confidence: 99%

Inclusive education in New Zealand: policies, politics and contradictions

Selvaraj

2014

International Journal of Inclusive Education

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This article argues that the progressive education policies introduced into New Zealand special education (SE) services during the late 1980s were sabotaged by neoliberal policies. The vision of inclusive education for students with special educational needs (SEN) and disabilities was swept up in a wave of successive ideological policies and practices between 1989 and 2013 that polarised and rationalised the SE services to both schools and students. Three time periods will be examined to show how the intended rhetoric and ideologically driven benefits of the neoliberal policies removed, rather than maintained, the support that was needed for these policies to succeed. The 'neoliberal changes ' (1990-1999) focus on policy developments for students with SEN which sought to provide them with the same educational opportunities and choices as all other students. The 'de-segregation period ' (2000 -2007) examines the implementation of those policy shifts within inclusive educational settings. The 'continued uncertainty' (2008)(2009)(2010)(2011)(2012)(2013) looks at ways in which current policy and practice reflect changes in government and how policies have worked against cohesion and stability in fulfilling this commitment. This article demonstrates how historical, economic and political factors interrupted the social and educational commitment to securing the rights of all students to be schooled with their age peers.

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“…Some scholars conducted qualitative research and found that there are several obstacles to this effort, making it harder than most educators and administrators anticipated to educate students with disabilities in effective inclusive schools (Billingsley et al, 2018). Such as lack of consensus and consideration of inclusion throughout the school, administrators' decisions without consulting the teachers and without taking into account or being aware of the requirements of the children, negative teacher attitudes influencing, pedagogy and curriculum that are teacher-driven rather than student-driven, and the Insufficient professional support (Causton-Theoharis et al, 2011;Dentith et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

Principalship Experiences on Inclusive Education: A Systematic Review

Li,

Omar

2024

JSS

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Inclusive education has been attracting worldwide attention and governments as well as researchers around the world. The principals' role in embraking inclusive education spirit has become the forefront in education agenda. Therefore, this study explores and analyzes principals' experiences in building the capacity of inclusive education at myriad school settings using Systematic Literature Review (SLR) approach. This research reviewed 75 articles within the 2010 to 2023 publication years. The sources of database derived from WOS, SCOPUS, and ERIC. Selected articles were systematically reviewed and analyzed to understand the current trends on inclusive education at the school milieu. It will advance the growth of inclusive education and widen the research's vantage point on related topics.

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Reculturing for equity through integrated services: a case study of one district's reform

Cited by 4 publications

References 22 publications

Principal leadership for students with disabilities in effective inclusive schools

Principal leadership for students with disabilities in effective inclusive schools

Inclusive education in New Zealand: policies, politics and contradictions

Principalship Experiences on Inclusive Education: A Systematic Review

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