Moral leadership: Getting to the heart of school improvement

by Tony Booth and Mel Ainscow, Bristol, Centre for Studies on Inclusive Education (CSIE), 2011, 190 pp., £23.00, ISBN 978-1-872001-68-5 This is the third and “Green” edition – and the best yet. It ...

Index for inclusion: developing learning and participation in schools

Across the world, there have been many policy developments in and reviews of inclusive education (IE) but what appears to be missing is an up to date and thorough review of IE in general. What is r...

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An analysis of research on inclusive education: a systematic search and meta review

Inclusive education of students with disabilities in general education contexts has been a global movement for at least 30 years. We completed a systematic review of articles published in E...

International Perspectives and Trends in Research on Inclusive Education: A Systematic Review.

In the province of Quebec, Canada, a trend towards full inclusion has impelled teachers to adapt their instruction to meet the needs of both advanced and weaker learners in regular school settings. The main purpose of the present investigation was to develop and validate the Differentiated Instruction Scale (DIS), which assesses the use of instructional adaptations and academic progress monitoring strategies in general education classrooms. A total of 125 elementary school teachers participated in a cross-sectional study, allowing us to develop and validate the DIS. Overall our results show that the DIS is composed of two factors that are consistent with the predicted constructs (instructional adaptations and academic progress monitoring). Evidence of convergent validity is provided through correlations among DIS' subscales and two criteria: (1) teachers' autonomy support and (2) perceptions of school climate. Results also reveal that teachers tend to use instructional adaptations that do not require much...

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Teaching to address diverse learning needs: development and validation of a Differentiated Instruction Scale

Including all children in education is the major challenge facing educational systems around the world, in both developing and developed countries. Drawing on research evidence and ideas from a range of international literature, this paper argues that leadership practice is a crucial element in gearing education systems towards inclusive values and bringing about sustainable change. In so doing, the paper considers the organisational conditions that are needed in order to bring about such developments, focusing in particular on the role of leadership in fostering inclusive cultures.

Abha Sandill

Papers

Developing inclusive education systems: the role of organisational cultures and leadership