Inclusive School Leadership: Examining the Experiences of Canadian School Principals in Supporting Students with Special Education Needs

Autor/inn/en	Sider, Steve; Maich, Kimberly; Morvan, Jhonel; Villella, Mélissa; Ling, Paul; Repp, Chantelle
Titel	Inclusive School Leadership: Examining the Experiences of Canadian School Principals in Supporting Students with Special Education Needs
Quelle	In: Journal of Research in Special Educational Needs, 21 (2021) 3, S.233-241 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sider, Steve)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1471-3802
DOI	10.1111/1471-3802.12515
Schlagwörter	Foreign Countries; Inclusion; Principals; Special Education; Special Needs Students; Modeling (Psychology); Administrator Role; Canada + Suchen Sie Ihr Suchwort? Ausland; Inklusion; Principal; Schulleiter; Special needs education; Sonderpädagogik; Sonderschulwesen; Sonderpädagogischer Förderbedarf; Modeling; Modelling; Modellierung; Kanada
Abstract	As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals' professional leadership in fostering inclusive schools. As a result, this article's significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01