A Perfect Storm for Leading Equity and Inclusion: Policy Complexities, Varied Learning Needs, and Cultures That Don't Support Them

Autor/inn/en	Hands, Catherine; Freckelton, Kevin
Titel	A Perfect Storm for Leading Equity and Inclusion: Policy Complexities, Varied Learning Needs, and Cultures That Don't Support Them
Quelle	In: Canadian Journal of Educational Administration and Policy, (2019) 190, S.6-17 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1207-7798
Schlagwörter	Equal Education; Inclusion; Educational Policy; Principals; Administrator Role; School Culture; Students with Disabilities; Access to Education; Academic Accommodations (Disabilities); Assistive Technology; Student Needs; Policy Formation; Case Studies; Case Method (Teaching Technique) + Suchen Sie Ihr Suchwort? Inklusion; Politics of education; Bildungspolitik; Principal; Schulleiter; Schulkultur; Schulleben; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Education; Access; Bildung; Zugang; Bildungszugang; Politische Betätigung; Case study; Fallstudie; Case Study; Case method; Fallmethode
Abstract	The case describes an experienced principal's arrival at a new school, his observations of the school and its teachers, and his experiences as he attempts to ensure all students have access to education, particularly those requiring accommodations or assistive technology. The culture of the school is compartmentalized; early- and mid- to late-career teachers do not engage with one another. Some teachers use the technology available to the classrooms and some do not, regardless of student need. Communication and competency issues also arise, and the parent community is concerned. The principal must balance all constituents' needs and interests while meeting a vision for an equitable and inclusive school. The case includes three activities and accompanying readings that explore different issues that arise. The first activity unpacks these concepts using a structure-culture-agency framework. The second activity takes a closer look at structure and agency through policy development. Lastly, the third activity examines the impact of culture and agency through professional development planning. (As Provided).
Anmerkungen	Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01