Principal Leadership for Inclusion: Supporting Positive Student Identity Development for Students with Disabilities

Autor/inn/en	DeMatthews, David E.; Mueller, Carlyn
Titel	Principal Leadership for Inclusion: Supporting Positive Student Identity Development for Students with Disabilities
Quelle	In: Journal of Research on Leadership Education, 17 (2022) 4, S.315-332 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (DeMatthews, David E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1177/19427751211015420
Schlagwörter	Principals; Instructional Leadership; Administrator Role; Inclusion; Students with Disabilities; Leadership Styles; Federal Legislation; Equal Education; Educational Legislation; Educational Quality; Family Involvement; Identification (Psychology); Educational Environment; Interpersonal Relationship; Curriculum + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Instruction; Leadership; Bildung; Erziehung; Führung; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Führungsstil; Bundesrecht; Bildungsrecht; Schulgesetz; Quality of education; Bildungsqualität; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Curricula; Lehrplan; Rahmenplan
Abstract	Researchers in special education and educational leadership have engaged in collective efforts to highlight the critical role of the principal when it comes to creating inclusive schools for students with disabilities. Primarily, research and prescriptive writings have focused on a set of school improvement practices tailored to creating systems, interventions, and teaching practices that support inclusion. However, much of this scholarship has overlooked the importance of disability identity development. In this article, we review leadership practices that support inclusion with a focus on how principals can foster a school that supports positive disability identity development through a social model perspective. (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