Principals' Perspectives of Inclusive Education Involving Students with Autism Spectrum Conditions -- A Swedish Case Study

Autor/inn/en	Lüddeckens, Johanna; Anderson, Lotta; Östlund, Daniel
Titel	Principals' Perspectives of Inclusive Education Involving Students with Autism Spectrum Conditions -- A Swedish Case Study
Quelle	In: Journal of Educational Administration, 60 (2022) 2, S.207-221 (15 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lüddeckens, Johanna) ORCID (Anderson, Lotta) ORCID (Östlund, Daniel)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957-8234
DOI	10.1108/JEA-02-2021-0022
Schlagwörter	Principals; Administrator Attitudes; Inclusion; Autism; Pervasive Developmental Disorders; Foreign Countries; Reflection; Leadership; Sweden + Suchen Sie Ihr Suchwort? Principal; Schulleiter; Inklusion; Autismus; Ausland; Führung; Führungsposition; Schweden
Abstract	Purpose: The aim of this case study is to describe what commitment and actions are needed in the Swedish school so that principals -- within the Swedish school policy framework and with the goal of creating an inclusive school culture and practice -- can positively affect schooling for students with disabilities, with a particular focus on students with autism spectrum conditions (ASC). Three research questions guide the study: (1) What commitment and actions do principals consider important for developing an inclusive school for all students, with a particular focus on students with ASC? (2) How do the principals reflect on their own leadership in the development of inclusive education, with a particular focus on students with ASC? (3) Based on the results, what are the implications of the study in practice? Design/methodology/approach: As part of a three-step data collection method, a snowball sampling was conducted in which n = 6 principals were initially interviewed and the data analyzed by an inductive thematic content analysis. Findings: (1) Certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of loneliness in relation to their superiors and decision-makers, and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed. Practical implications: It was found that (1) certain structures are needed when planning how to develop mutual values when organizing an inclusive school involving students with ASC, (2) the principals could, at times, feel a sense of isolation in relation to their superiors and decision-makers, and (3) more accountability from educators and greater consideration for the student perspective in decision-making are needed. Originality/value: Index for inclusion and elements from the inclusive leadership model were used in the data collection and analysis. (As Provided).
Anmerkungen	Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01