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Leadership, Inclusion, and Quality Education for All

Published online by Cambridge University Press:  21 May 2018

Susan Carter Open the ORCID record for Susan Carter [Opens in a new window]  and
Lindy-Anne Abawi
Susan Carter*
Affiliation:
University of Southern Queensland, Australia
Lindy-Anne Abawi
Affiliation:
University of Southern Queensland, Australia
*
Correspondence: Susan Carter, School of Linguistics, Adult and Specialist Education, Faculty of Business, Education, Law and Arts, University of Southern Queensland, West Street, Toowoomba, Qld 4350, Australia. Email: Susan.Carter@usq.edu.au
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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.

Keywords

inclusioncomplexitymulticulturalleadershipquality education
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 42 , Special Issue 1: Preparing Special and Inclusive Educators for Their New Roles in the 21st Century , July 2018 , pp. 49 - 64
Copyright
Copyright © The Author(s) 2018 

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Footnotes

*This manuscript was accepted under the Editorship of Umesh Sharma.

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