Inclusive Management Practices For Diverse Learning Environment

Inclusive Management Practices (IMP) for Diverse Learning Environment

School Leadership Roles

Leadership in its conceptual understanding is a “process whereby one individual influences other group members toward the attainment of defined or organizational goals” (Yukl, n.d. as cited in Lunenburg and Ornstein, 2012 p.100). Furthermore, Lunenburg and Ornstein (2012, p. 100) pointed out the three (3) important aspects of leadership necessary in fulfilling the organization’s goals, which involve influence, goal attainments, and followers. Essential to the conceptual understanding and important aspects of leadership to fulfill the process of inclusive education is to intentionally bring into the system “knowledgeable and skillful leaders for

4), a framework is designed to guide school administrators and teachers to bring about success in their program of instruction and student learning and achievement and to eliminate exclusion caused by disparity between learners. The operational framework of the school on inclusive education covers two (2) core dimensions centering on “self-identity: core values, beliefs and attributes and building relationships” of school leaders and teachers which subsequently defines the following:

Seven leadership domains represent current thinking and the major themes of successful principal leadership within the context of the Yukon: 1) Developing Shared Direction; 2) Leading Teaching and Learning; 3) Developing a Learning Culture; 4) Developing Partnerships with Yukon First Nations (YFN) Communities; 5) Developing Partnerships with with Parents and the School Council; 6) Developing Partnerships with with Community Organizations and Agencies; and 7) Managing the School Programs

64). A whole school approach to inclusion is making educational changes happen not based on fulfilling the desires of the administrative system but on the purpose of enabling inclusive educational practices for diverse learners. Thus, the study suggests “considering and supporting the necessary changes needed to the attitudes, beliefs, and expectations of the teachers, educational leaders, system administrators, and community members” (p. 63). Assimilating the foregoing discussion, inclusive education in every school and in every classroom is not far from reality, however changing attitudes and beliefs can be highly critical and that it will necessitate appropriate leadership support and collaboration from various stakeholders of the