Inclusion: The Unifying Thread for Fragmented Metaphors.

Autor/in	Doyle, Lynn H.
Titel	Inclusion: The Unifying Thread for Fragmented Metaphors.
Quelle	(2003), (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Stellungnahme; Administrator Education; Change Agents; Disabilities; Educational Change; Educational Philosophy; Elementary Secondary Education; Inclusive Schools; Leadership Training; Models; Teacher Education + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Bildungsreform; Bildungsphilosophie; Erziehungsphilosophie; Inclusive school; Integrative Schule; Führungslehre; Analogiemodell; Lehrerausbildung; Lehrerbildung
Abstract	This paper examines new metaphors in educational leadership and how shifting priorities and contradictions between these metaphors could result in serious fragmentation within the field. It then discusses seven ways that inclusion of all students and, in particular, students with disabilities, is the unifying thread that weaves these metaphors together. It suggests that inclusion: (1) facilitates leadership for social justice; (2) models democracy; (3) shifts power; (4) involves school-wide reform; (5) restructures and recultures; (6) enhances strategies for teaching and learning; and (7) provides support and resources. Implications for the preparation of educational leaders suggest that inclusion requires dramatic shifts in perspective; inclusion shifts the problem of students with disabilities from the individual to social constructions; and that leadership is critical to the effectiveness of inclusive schools. It suggests that both administrators and teachers must reexamine their perspectives on separate professional preparation programs. It concludes that these programs should not only teach principles of inclusion but model them as well. (Contains 90 references.) (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01