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Leadership Practices and Knowledge That Support Inclusion: A Case Study

Akom, Karen
Format
Thesis/Dissertation; Online
Author
Akom, Karen
Advisor
Dexter, Sara
Abstract
Inclusion is supported by both legislation and ethical arguments, but the practice of inclusion is not clearly defined. Therefore, the implementation of inclusion is influenced by the beliefs and backgrounds of school leaders. This case study set out to provide a description of leadership practices and knowledge at a school identified as providing successful inclusion for students with disabilities. The findings of this case study are framed using Leithwood et al.’s (2004; 2008) core sets of leadership practices to broadly describe the actions of leaders, and their interactions with followers, at this school that support inclusive programming. Within the broad categories of core sets of leadership practices, I used the conceptual framework of distributed leadership (Spillane, 2006) to describe the specific tools, routines, and structures used by leaders to implement and support inclusion. Further, I used the framework of leadership content knowledge (Stein & Nelson, 2003) to identify the knowledge of both inclusion and leadership that leaders draw on to organize their leadership practices with regards to inclusive programming. Through the use of this framework, I was able to identify the following reoccurring elements of practice that support inclusion at this school: the principal’s insight and drive, an inclusive school culture, organizational support, communication, and the buffering of staff from distractions.
Language
English
Published
University of Virginia, Curry School of Education, EDD (Doctor of Education), 2014
Published Date
2014-04-23
Degree
EDD (Doctor of Education)
Collection
Libra ETD Repository
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