A Multi-Case Study of Inclusive Schooling in Taipei: Its Current Status, Barriers and Supports, and the Expected Role of Educational Leaders

Abstract

This study attempted to examine the current status of educational leaders, the barriers they face and their supports, and what they can do to fully include students with special needs. The researcher interviewed principals, special education and general education teachers at three elementary schools. According to the results, the participants encountered three major barriers: (1) incomplete teams of special education professionals; (2) a lack of concepts about inclusive schooling; and (3) limited time for planning and training. Participants thought that educational leaders and the committee for promoting special education can support the implementation of inclusive schooling. In order to fully implement an inclusive schooling program, they suggested that educational leaders should promote such a program, enhance teachers' capacity, and organize a team of special educational professionals. This study thus clearly shows the need for an inclusive schooling implementation plan for educational leaders, a plan with three goals: (1) before educational leaders convey the idea of inclusive schooling to teachers and to the public, they should modify their reform ideology; (2) by encouraging professional development and reinforcing collaborative relationships, educational leaders need to strengthen teacher capacity to prepare the staff for inclusive schooling; (3) educational leaders should propose strategies for reallocating school staff resources, reducing large class size and mandating inclusive schooling, as well as provide more opportunities for planning and training. This is probably the first study to discuss the issue of inclusive schooling in Taipei based on the ICS model. In terms of the roles of educational leaders, the researcher hopes this study can lead to further study of, and also better implementation of, inclusive schooling in Taiwan.