Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District

Autor/inn/en	Irvine, Angela; Lupart, Judy; Loreman, Tim; McGhie-Richmond, Donna
Titel	Educational Leadership to Create Authentic Inclusive Schools: The Experiences of Principals in a Canadian Rural School District
Quelle	In: Exceptionality Education International, 20 (2010) 2, S.70-88 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1918-5227
Schlagwörter	Rural Schools; School Districts; Data Analysis; Educational Opportunities; Professional Development; Instructional Leadership; Special Needs Students; Inclusion; Principals; Administrator Responsibility; Administrator Role; Student Needs; Qualitative Research; Statistical Analysis; Foreign Countries; Access to Education; Interviews; Cooperation; Administrator Attitudes; Attitudes toward Disabilities; Educational Finance; Financial Support; Canada + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; School district; Schulbezirk; Auswertung; Bildungsangebot; Bildungschance; Instruction; Leadership; Bildung; Erziehung; Führung; Sonderpädagogischer Förderbedarf; Inklusion; Principal; Schulleiter; Qualitative Forschung; Statistische Analyse; Ausland; Education; Access; Zugang; Bildungszugang; Interviewing; Interviewtechnik; Co-operation; Kooperation; Bildungsfonds; Finanzielle Förderung; Kanada
Abstract	Inclusive education--based on the premise of social justice--advocates equal access to educational opportunities for all students. This research provides insight into the inclusive experiences of school principals in a Canadian rural school district through quantitative and qualitative inquiries. A survey was administered to 16 school administrators, and following initial data analysis, individual interviews with four school principals were carried out as part of a multi-perspective case study of students with special needs. Overall, inclusion was viewed in a positive light and extended beyond classroom placement to meeting the needs of diverse groups of students within the regular classroom. The responsibilities and strategies of the principals that support inclusion are outlined and other factors that contribute to effective inclusion identified. Key factors include collaboration among key players in the students' education and opportunities for professional development. The results have implications for school leadership preparation and professional development of school administrators. (Contains 2 tables.) (As Provided).
Anmerkungen	Exceptionality Education International. University of Alberta, Department of Educational Psychology, 6-102 Education North, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-0800; Fax: 780-492-1318; e-mail: eecj@ualberta.ca; Web site: http://ejournals.library.ualberta.ca/index.php/eei
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10