Leadership for Inclusion: A Comparison of International Practices

Autor/inn/en	Kugelmass, Judy; Ainscow, Mel
Titel	Leadership for Inclusion: A Comparison of International Practices
Quelle	In: Journal of Research in Special Educational Needs, 4 (2004) 3, S.133-141 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/j.1471-3802.2004.00028.x
Schlagwörter	Educational Needs; Social Class; General Education; Low Income; Disabilities; Educational Change; Foreign Countries; Social Isolation; Ethnicity; Student Diversity; Inclusion; Special Needs Students; Leadership; Theory Practice Relationship; Comparative Analysis; Disadvantaged; Access to Education; Portugal; United Kingdom (England); United States + Suchen Sie Ihr Suchwort? Educational need; Bildungsbedarf; Social classes; Soziale Klasse; Allgemein bildendes Schulwesen; Allgemeinbildung; Niedriglohn; Handicap; Behinderung; Bildungsreform; Ausland; Soziale Isolation; Ethnizität; Inklusion; Sonderpädagogischer Förderbedarf; Führung; Führungsposition; Theorie-Praxis-Beziehung; Education; Access; Bildung; Zugang; Bildungszugang; USA
Abstract	The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for "Education for All", the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements (World Education Forum, 2000). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners (Ainscow, 1999). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability (Vitello & Mithaug, 1998). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low-income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10