Leadership, inclusion, and quality education for all

Article

Carter, Susan and Abawi, Lindy-Anne. 2018. "Leadership, inclusion, and quality education for all." Australasian Journal of Special and Inclusive Education. 42 (1), pp. 49-64. https://doi.org/10.1017/jsi.2018.5
Article Title

Leadership, inclusion, and quality education for all

ERA Journal ID211835
Article CategoryArticle
AuthorsCarter, Susan (Author) and Abawi, Lindy-Anne (Author)
Journal TitleAustralasian Journal of Special and Inclusive Education
Journal Citation42 (1), pp. 49-64
Number of Pages16
Year2018
PublisherCambridge University Press
Place of PublicationUnited Kingdom
ISSN2515-0731
2515-074X
Digital Object Identifier (DOI)https://doi.org/10.1017/jsi.2018.5
Web Address (URL)https://www.cambridge.org/core/journals/australasian-journal-of-special-and-inclusive-education/article/leadership-inclusion-and-quality-education-for-all/9DD35846E7F61A9593A6F57546922615
Abstract

The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision.

Keywordsinclusion, complexity, multicultural, leadership, qualityeducation
ANZSRC Field of Research 2020390403. Educational administration, management and leadership
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsSchool of Linguistics, Adult and Specialist Education
School of Teacher Education and Early Childhood
Institution of OriginUniversity of Southern Queensland
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