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Principals' perspec...
Principals' perspectives of inclusive education involving students with autism spectrum conditions : a Swedish case study
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- Lüddeckens, Johanna (author)
- Malmö universitet,Institutionen för skolutveckling och ledarskap (SOL),Department of School Development and Leadership,Malmö University,Institutionen för skolutveckling och ledarskap
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- Anderson, Lotta (author)
- Malmö universitet,Institutionen för skolutveckling och ledarskap (SOL),Malmö University
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- Östlund, D. (author)
- College Department of Education and the Environment, Kristianstad University, Kristianstad, Sweden,Faculty of Education,Fakulteten för lärarutbildning
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(creator_code:org_t)
- Emerald Group Publishing Limited, 2022
- 2022
- English.
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In: Journal of Educational Administration. - : Emerald Group Publishing Limited. - 0957-8234 .- 1758-7395. ; 60:2, s. 207-221
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Abstract
Subject headings
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- 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.
Subject headings
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogik (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogy (hsv//eng)
- SAMHÄLLSVETENSKAP -- Utbildningsvetenskap -- Pedagogiskt arbete (hsv//swe)
- SOCIAL SCIENCES -- Educational Sciences -- Pedagogical Work (hsv//eng)
Keyword
- Autism spectrum
- Case studies
- Inclusive education
- Inclusive school leadership
- Index for inclusion
- Principals
Publication and Content Type
- ref (subject category)
- art (subject category)
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