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

Abstract

Leadership for inclusion is a contested concept with competing definitions suggested by many researchers and educationalists. While broad and narrow interpretations of ‘inclusion’ exist, this article focuses solely on the inclusion of learners with special educational needs (SEN) in Irish mainstream schools. A critical literature review of various different leadership typologies, relevant to inclusive education, is presented, from a practising principal's perspective. This review is used to theorise a hybrid leadership typology, present in schools where children with SEN are included in mainstream classes. The centrepiece of this theoretical model is that any leadership approach, in an inclusive education setting, must be triadic in structure. As a construct, it must be underpinned by a triad of teacher leadership, managerial leadership and values leadership. The argument is advanced that if this triadic structure is to flourish, then a distributed leadership framework is a necessity.

Inclusive Leadership: Good Managerial Practices to Address Cultural Diversity in Schools

“…The specialised literature on inclusion acknowledges the relevance of the leadership of school management teams for the development of inclusive and intercultural schools (Essomba, 2006;Morrissey, 2021). However, to date, there is insufficient evidence of effective inclusive leadership practices for managing cultural diversity.…”

Intrinsic and extrinsic tensions in the SENCo role: navigating the maze of ‘becoming’

“…Kearns (2005) provided a key piece of research regarding variations in the ways that SENCos perceive themselves and their role, concluding that in‐service training for SENCos is vital in order to challenge their thinking and their professional practice, but that teacher development which is “linked to the performance of functional tasks, rather than to the growth of understanding through leadership” (Kearns, 2005, p. 148) may lead to SENCos facing “increased disillusionment” ( ibid ). Many researchers have since used Kearns' work to explore factors that impact on SENCo identity, not as fixed characteristics of those in the role; rather, his study, and many that followed (for example, Morrissey, 2021; Pearson, Mitchell, and Rapti, 2015; Pulsford, 2020) highlight a complex web of circumstance, individual values and imposed practices.…”