Emergent Concepts of Inclusion in the Context of Committed School Leadership

Autor/inn/en	Naraian, Srikala; Chacko, Mary Ann; Feldman, Claire; Schwitzman-Gerst, Tara
Titel	Emergent Concepts of Inclusion in the Context of Committed School Leadership
Quelle	In: Education and Urban Society, 52 (2020) 8, S.1238-1263 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schwitzman-Gerst, Tara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1245
DOI	10.1177/0013124519896833
Schlagwörter	Inclusion; Students with Disabilities; Regular and Special Education Relationship; Urban Schools; Administrator Attitudes; Teacher Attitudes; Family Attitudes; Public Schools; Program Effectiveness; Family School Relationship; Student Diversity; Educational Environment; Leadership Responsibility; Faculty Development; At Risk Students; Minority Group Students; Elementary Schools; Principals; School Culture + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Lehrerverhalten; Public school; Öffentliche Schule; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Elementary school; Grundschule; Volksschule; Principal; Schulleiter; Schulkultur; Schulleben
Abstract	Inclusion of students with disabilities within general education settings is increasingly accepted as the desirable response of school systems to student learning differences. It has triggered districtwide reforms that are differentially enacted and realized within different schooling contexts. This study explores meanings of inclusion that were produced when three school leaders in a large urban school district adopted buildingwide initiatives to facilitate inclusion. We interviewed building leaders, families, and teachers within three public schools over a period of approximately 11 months. Data disclosed that the enactment of initiatives at each school reflected particular understandings of disability as well as relations with teachers and families. Our analysis showed that schoolwide commitments to inclusion can simultaneously produce forms of exclusion, erase dis/ability as a form of diversity, and neglect to understand parents and families as "experts" on their children. We argue that the structural implementation of inclusion premised on placement of students with disabilities in a general education setting leaves intact and unquestioned school-based norms of ability that render both students and families as lacking. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01