Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change

Autor/inn/en	DeMatthews, David E.; Serafini, Amy; Watson, Terri N.
Titel	Leading Inclusive Schools: Principal Perceptions, Practices, and Challenges to Meaningful Change
Quelle	In: Educational Administration Quarterly, 57 (2021) 1, S.3-48 (46 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMatthews, David E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-161X
DOI	10.1177/0013161X20913897
Schlagwörter	Inclusion; Regular and Special Education Relationship; Principals; Administrator Attitudes; Critical Theory; Race; Change Strategies; Elementary Schools; Students with Disabilities; Attitudes toward Disabilities; Low Income Students; Mexican Americans; Hispanic American Students; Immigrants; Administrator Role; Family Characteristics; Language Usage; Barriers; Leadership Styles; Social Justice; Racial Bias; Social Bias; Desegregation Litigation; School Desegregation; Educational Legislation; Equal Education; Federal Legislation; Court Litigation; English Language Learners; Disproportionate Representation; Disadvantaged Youth; At Risk Students + Suchen Sie Ihr Suchwort? Inklusion; Principal; Schulleiter; Kritische Theorie; Rasse; Abstammung; Lösungsstrategie; Elementary school; Grundschule; Volksschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Hispanoamerikaner; Hispanic; Hispanic Americans; Immigrant; Immigrantin; Immigranten; Sprachgebrauch; Führungsstil; Soziale Gerechtigkeit; Racial discrimination; Rassismus; Integrative Schule; Bildungsrecht; Schulgesetz; Bundesrecht; Rechtsstreit; Benachteiligter Jugendlicher
Abstract	Background: For over 50 years, special education has been used as a tool to maintain racial segregation, particularly in schools located in low-income communities of color. This study utilized tenets found in disability critical race theory (DisCrit) and inclusive school leadership literature to examine the perceptions, practices, and challenges associated with meaningful change in inclusive schools. Purpose: The purpose of this article was to understand how six elementary school principals, identified as effective inclusive leaders, perceived students with disabilities within a low-income Mexican American immigrant community along the U.S.-Mexico border. Findings: Our study highlights the important role principals play in creating inclusive schools and the ways in which race, disability, family background, language, and immigration status effect principals in their efforts to promote inclusion. While each principal recognized the noted factors above and confronted a multitude of challenges, they differed in their beliefs and approaches to creating inclusive schools. Some leadership practices were aligned to research focused on effective school leadership while others more closely resembled social justice leadership practices. Conclusion: Findings suggest that principals must take into consideration a variety of factors to create inclusive schools and must draw upon a broad range of practices amid resistance and challenges to meaningful change. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01