Leadership as a Lever for Inclusive Education in Flanders: A Multiple Case Study Using Qualitative Comparative Analysis

Autor/inn/en	Van Mieghem, Aster; Verschueren, Karine; Donche, Vincent; Struyf, Elke
Titel	Leadership as a Lever for Inclusive Education in Flanders: A Multiple Case Study Using Qualitative Comparative Analysis
Quelle	In: Educational Management Administration & Leadership, 50 (2022) 5, S.871-888 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Van Mieghem, Aster)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-1432
DOI	10.1177/1741143220953608
Schlagwörter	Foreign Countries; Students with Disabilities; Equal Education; Inclusion; Educational Legislation; Leadership Responsibility; Resistance to Change; Teacher Attitudes; Intervention; Elementary Secondary Education; Discussion; Educational Technology; School Counselors; Counselor Attitudes; Leadership Styles; Student Needs; Educational Environment; Belgium + Suchen Sie Ihr Suchwort? Ausland; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Inklusion; Bildungsrecht; Schulgesetz; Lehrerverhalten; Diskussion; Unterrichtsmedien; School counselor; Beratungslehrer; Pädagogischer Berater; Führungsstil; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Belgien
Abstract	Belgium ratified the United Nations Convention on the Rights of Persons with Disabilities in 2009, which implies that an inclusive education (IE) system at all levels should be realized. Consequently, recent legislation in Flanders (Belgium) aims to reduce the current segregated school system, which has caused some resistance from practitioners. This study examines the way in which leadership that promotes IE can reduce this resistance. Leadership is defined in terms of the dimensions put forward by Robinson and Timperley (2007): (a) providing educational direction; (b) ensuring strategic alignment; (c) creating a community that learns how to improve student success; (d) engaging in constructive problem talk; and (e) selecting and developing smart tools that facilitate IE. Based on case study research in 20 schools (10 primary, 10 secondary), a crisp-set qualitative comparative analysis was conducted to identify (combinations of) leadership dimensions associated with the willingness of school team members to include students with special educational needs (SEN) in mainstream schools. The results reveal that schools in which leaders provide educational direction towards a more inclusive school system, and that engage in constructive problem talk and select and develop smart tools in support of IE, are more willing to include students with SEN. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01