The purpose of this paper is to critically analyse research about inclusive education. Prior reviews and the outcome of a recent search of databases are analysed with regard to (a) how inclusion is defined and (b) what empirical knowledge there is regarding factors that make schools and classrooms more inclusive. Our point of departure is that we regard inclusion as an idea about what school systems, schools and classrooms should accomplish, and as such, an expression of an educational philosophy. Four different understandings of inclusive education were found: (a) inclusion as the placement of pupils with disabilities in mainstream classrooms, (b) inclusion as meeting the social/academic needs of pupils with disabilities, (c) inclusion as meeting the social/academic needs of all pupils and (d) inclusion as creation of communities. Under a strict definition of inclusive education, hardly any research was found which reliably identified factors that give rise to inclusive processes. The outcome of our anal...

Conceptual diversities and empirical shortcomings – a critical analysis of research on inclusive education

For over a decade, inclusive discourse comprises the development of a school for all, both in primary and in secondary education. Facing long-standing barriers for effective comprehensive education, secondary schools show specific interests, strengths and needs in a school-wide movement towards inclusion. Reviewing literature of recent research in inclusion in secondary schools (2000–2012), current interests represent inclusive culture, policy and practices, although the balance between each of these dimensions is unequal. A large number of studies report on attitudes towards inclusion, followed by inclusive practice. A lower number of studies deal with policy issues. Staff attitudes towards inclusion, access to the general curriculum, peer support, self-determination strategies and collaborative practices in specific subject areas were identified as major topics of investigation. Considerable attention has also been paid to peer attitudes, self-advocacy and student grouping. While the adolescent perspect...

Secondary schools included: a literature review

/pdf/the-experiences-of-school-leaders-who-promote-achievement-11mohp5u2u.pdf

The Experiences of School Leaders who Promote Achievement Among Students with Disabilities

The purpose of this article is to critique the practices of those coordinating provision for children and young people with special educational needs during the Coronavirus pandemic. Whilst many sc...

https://www.tandfonline.com/doi/pdf/10.1080/03054985.2021.1898357

Can SENCOs do their job in a bubble? The impact of Covid-19 on the ways in which we conceptualise provision for learners with special educational needs

Principals, whose jobs are increasingly being reframed as requiring instructional leadership (Lunenburg, 2013; Hallinger, 2005), serve as a vital link between standards-based reform and its successful implementation at the school level (Fullan, 2011; Hallinger & Heck, 1996; Leithwood & Riehl, 2005; Spillane & Hunt, 2010). Standards-based reform or guidelines for change mandated by state government significantly influence teaching and learning (Beane, 2013). Our nation’s latest iteration of standards-based reform is comprised within the Common Core State Standards (CCSS), which are currently fully implemented in 42 states. Despite the essential role of the school leader in implementation of standards-based reform, research is limited on how principals understand their role, and how these understandings play out in practice. The goal of this research was to address this research gap and directly explore how principals perceive their role in facilitating implementation of the CCSS. Based upon sensemaking theory, as explained by Coburn and Talbert (2006) and activity theory, as explained by Engestrom (1999), Nardi (1996), and Spillane, Halverson and Diamond (2004), this study explores how individuals make meaning of information and/or events from interacting within their school environment. Through semi-structured interviews with (current and past) elementary school principals leading nationally recognized, Blue Ribbon Schools of Excellence and document analysis of demographic data, this study makes sense of how instructional leaders negotiate and facilitate mandated change. Findings illuminated school culture and reflective practice of school leaders as important factors influencing implementation. Participants also identified three factors, from their perspectives, in successful change: the cultivation of strong sustained school culture oriented toward continual improvement and student achievement, the strategic development within the school culture of authentic relationships and trustworthy leadership, and the establishment of shared decision-making and distribution of leadership within the school environment. Participants described the role of the instructional leader as one of support and service, explained the challenges they faced in the implementation of the CCSS, and revealed the emotional work associated with their reflective practice. Findings are relevant to training of instructional leaders and serve to inform future research involving the ways principals interact with curriculum and instruction as it relates to standards-based reform.

/pdf/leading-curricular-change-the-role-of-the-school-principal-53q386locv.pdf

Leading curricular change: the role of the school principal in implementation of the common core state standards

/pdf/school-culture-for-students-with-significant-support-needs-17t2377chm.pdf

School Culture for Students with Significant Support Needs: Belonging Is Not Enough.

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School Culture for Students with Significant Support Needs: Belonging Is Not Enough.