"Be Strong; Know What You Need": A Narrative on Inclusive Leadership
Keywords:inclusion, inclusive leadership, disabilities, special education
Based on an in-depth interview with a retired school principal, this paper explores questions around what it means to practice inclusive leadership in an Ontario school board from the mid 1970s into the 21st century. Using semi-structured interview questions, the investigation specifically sought to understand the practice of creating inclusive schools for students with disabilities. A narrative style using found poetry was used to give voice to the interviewee. Central to the practice was the need for a strong moral purpose and a vision of inclusion, as well as the ability to build relationships across parents, teachers, students, and other school staff. Additional insights included the need for the sharing of knowledge among all levels of school personnel. Instructional leadership, formal decision making approaches, and legislative procedures did not appear to be as important in ensuring inclusion.
Keywords: inclusion; inclusive leadership; disabilities; special education
LicenseAuthors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).