Search
  Advanced Search
 
Chapter search
Book cover: Advances in Educational Administration

Advances in Educational Administration

ISSN: 1479-3660
Series editor(s): Anthony H. Normore, Ph.D.

Subject Area: Education

Content: Series Volumes | icon: RSS Current Volume RSS

Options: To add Favourites and Table of Contents Alerts please take a Emerald profile

Previous article.Icon: Print.Table of Contents.Next article.Icon: .

Document request:
Leadership for inclusive schools and inclusive school leadership


Document Information:
Title:Leadership for inclusive schools and inclusive school leadership
Author(s):Cristina Devecchi, Ann Nevin
Volume:11 Editor(s): Anthony H. Normore ISBN: 978-0-85724-445-1 eISBN: 978-0-85724-446-8
Citation:Cristina Devecchi, Ann Nevin (2010), Leadership for inclusive schools and inclusive school leadership, in Anthony H. Normore (ed.) Global Perspectives on Educational Leadership Reform: The Development and Preparation of Leaders of Learning and Learners of Leadership (Advances in Educational Administration, Volume 11), Emerald Group Publishing Limited, pp.211-241
DOI:10.1108/S1479-3660(2010)0000011014 (Permanent URL)
Publisher:Emerald Group Publishing Limited
Article type:Chapter Item
Abstract:In this chapter the authors explore what it means to be an inclusive school leader through a discourse that focuses on “out of the box” approaches in preparing future school leaders to push the envelope of inclusive leadership practice. The purpose of this chapter is to (a) define inclusive education and leadership; (b) describe prevailing theoretical frameworks for leadership in inclusive education and build on emerging theories of inclusive psychology and inclusive pedagogy; (c) identify promising practices for leadership in inclusive education; (d) identify emerging understandings of leadership roles in inclusive education; and (e) suggest recommendations for policy, practice, and leadership preparation. In both the USA and the UK, contrasting and polarizing discourses that focus leaders’ attention on attainment and performance for pupils and appear to compete with the leadership role in including (i.e., effectively educating) those students who are known to have achievement gaps (e.g., those with disabilities). Alternative perspectives are offered that frame leadership for inclusive education in terms of broader concepts such as “leadership for learning.”

Fulltext Options:

Login

Login

Existing customers: login
to access this document

Login


- Forgot password?

- Athens/Institutional login

Purchase

Purchase

Downloadable; Printable; Owned
HTML, PDF (211kb)
Purchase

To purchase this item please login or register.

Login


- Forgot password?

Recommend to your librarian

Complete and print this form to request this document from your librarian


Marked list


Bookmark & share

Reprints & permissions