LEADING INCLUSION: INSTRUCTIONAL LEADERSHIP AND INNOVATION IN SPECIAL NEEDS SCHOOLS

The paper presents results of the research dealing with ICT instruction conducted within all (i.e. 273) schools for learners with special needs (SEN) in the Czech Republic. Totally, 882 respondents (511 teachers, 266 class teachers, 105 teaching assistants) participated in the research. Data were collected via questionnaire consisting of 28 items and requiring open, closed, or combined types of answers. The questionnaire was sent by e-mail in e-form to all headmasters of Czech SEN schools and was also available on the social network Twitter. The questionnaire was anonymous; if double submissions appeared, one of them was included in the sample only. Collected data provide detailed information about the sample group (age, gender, qualification, teaching practice). They are displayed in tables and show results in three fields: (1) ICT equipment and teachers’ skills in working with PC, notebook, tablet and interactive board, (2) teachers’ view on what teachers’ and learners’ favourite ICT are, and (3) teachers’ feedback on the Framework Educational Programme for SEN schools.

PurposeToday’s educational complexities require principals to adopt a more systemic perspective toward school management. Although research has emphasized the benefits associated with the holistic perspective of systems thinking, research in the educational field has been limited. The purpose of this paper is to investigate the mediating role of principals’ systems thinking (PST) in the relationships between instructional leadership (IL) and subject coordinators’ organizational commitment and job satisfaction.Design/methodology/approachData were collected by surveying a sample of 226 subject coordinators from different elementary schools randomly chosen in Israel. Subject coordinators completed questionnaires on their PST competencies, their principals’ IL, job satisfaction and organizational commitment. Structural equation modeling was used to test the research hypotheses.FindingsThe results confirmed the main hypotheses: PST did facilitate subject coordinators’ organizational commitment and job satisfaction. Findings also showed that PST mediated the relationship between IL and subject coordinators’ organizational commitment and job satisfaction.Originality/valueBy integrating research from both educational and non-educational literature, this study contributes to deepen our understanding regarding the antecedents and consequences of the PST as perceived by their subject coordinators, providing a broader leadership framework on their functions in today’s complex school systems.

This study investigates the role of school principals’ instructional leadership as a predictor of teachers’ professional development. The research sample comprised 304 secondary school teachers and 19 principals in Awka South, Anambra State, Nigeria. The study adopts Hallinger and Murphy’s (1985) Instructional Leadership Model. Data were collected using the “Principal’s Instructional Leadership Practices and Teachers’ Professional Development” (PILPTPD) tool. Correlation analysis was utilized to explore the relationship between school principals’ instructional leadership and teachers’ professional development, while multiple regression analysis was employed to ascertain the predictive capacity of instructional leadership on teacher professional development. The results reveal significant associations between instructional leadership and teacher professional development and growth. Ultimately, instructional leadership emerges as a significant predictor of teacher professional development. This study contributes to the expanding literature emphasizing the nexus between principal instructional leadership and teacher professional development, shedding light on the mediating role of principals’ leadership in influencing teachers’ professional development and instructional practices.

The purpose of this research is to compare public and private middle school principals’ skills in instructional leadership. The study depends on the explanatory approach of mixed method research. Starting with a quantitative inquiry, it focuses on the differences between public and private school principals’ instructional leadership, drawing upon TALIS (Teaching and Learning International Survey) data conducted by OECD in 2008, which involves 187 middle school principals. The qualitative part of the study further explains findings from quantitative section drawing on the interviews of a purposefully selected total sample of 4 principals and 8 teachers from both school types. The study found contradictions between quantitative and qualitative results in terms of differences between public and private school principals’ instructional leadership behaviors. Despite significant difference in favor of private school principals as highlighted by quantitative study, the qualitative inquiry found that private school principals were involved in in-person instructional leadership practices less often than public school principals were.

American Public School Administration: A Short Analysis

Implementation of inclusive education is currently a necessity for students who need special guidance in regular schools. Students with Special Needs (PDBK) have the same rights in obtaining education. For the good of the development and social needs of students with special needs, the government must prepare regular schools that accept students with special needs to study together with regular students in general in classes at the same school, these schools as Schools Providing Inclusive Education (SPPI). SPPI must be well prepared, starting from PPDB technical guidelines, curriculum, facilities and infrastructure, financing, learning methods, Special Guidance Teachers (GPK) to meet students with special needs in learning activities at school adapted to the conditions of students with special needs. City/district education offices need to prepare a ULD (Disability Services Unit) which functions as an important institution to facilitate and seek educational adjustments for students with special needs in the implementation of inclusive education. The city/district education office appoints one of the SPPIs to be a Learning Resource for SPPI schools as a source of support in developing learning for students with special needs in schools. Students with special needs, apart from studying in regular classes, also study with a special curriculum called the Individual Learning Program (PPI). PDBK are also taught about life skills accompanied by GPK in inclusive and scheduled rooms.

Inclusive early childhood education demands not only equitable access but also teacher competence and adaptive instructional leadership. This study investigates the relationship between academic supervision and teachers’ understanding of children with special needs (SEN) and the Universal Design for Learning (UDL) framework within an inclusive kindergarten context. Employing a quantitative approach, the research involved 10 early childhood teachers at TK Khalifah, East Kutai, Indonesia. Data were collected through validated questionnaires, structured interviews, document analysis, and observation. The instruments measured two main variables: academic supervision and teacher understanding of SEN and UDL. Descriptive analysis showed that both variables predominantly fell into the moderate category. Inferential analysis using Pearson correlation revealed a strong positive relationship (r = 0.81) between academic supervision and teacher understanding, with a coefficient of determination (R²) of 86.6%. These findings suggest that academic supervision makes a significant contribution to teachers’ inclusive competence. However, the moderate performance trends may reflect limited access to structured professional learning and the absence of contextual variables such as prior training or institutional support. The study concludes that differentiated, reflective, and collaborative supervision is crucial for advancing inclusive practices. Practical implications include the need for enhanced supervisory models and targeted professional development for early childhood educators. This research offers empirical insights to inform inclusive education policy and instructional leadership in early learning environments.

The purpose of this quantitative correlational study was to examine the relationship between lecturers’ ratings of principals' instructional leadership and lecturers' views of their organizational commitment (OC) within the community colleges in Jamaica. Quantitative data were collected using a questionnaire that adopted the Principal Instructional Management Rating Scale and the Three-Component Model of Organizational Commitment. A total of 170 lecturers participated in the survey, which used total population sampling, a purposive sampling technique. The Social Exchange Theory, Organizational Commitment Model, and Instructional Leadership Model provided theoretical frameworks for the study. Results of the Pearson Product Moment Correlation showed an overall low but positive association between principals’ instructional leadership and lecturers’ organizational commitment. Defining the college mission was positively correlated with affective and normative commitment but negatively with continuance commitment. Results of the Multiple Regression Analysis indicated that defining the college mission, managing instructional programs, and creating a positive college climate predicted affective and continuous commitment. However, creating a positive college climate was the only predictor of normative commitment. The study concluded that principals' instructional leadership is necessary within the community colleges and was associated with lecturers' organizational commitment.

Inclusive education promotes education of all learners in mainstream schools including those with special needs. Teachers play a critical role towards realization of this process. This study was conducted to assess teacher related factor that affecting the implementation of inclusive education. The study used descriptive survey design. The target populations were 4 head teachers, 78 teachers and 3754 pupils. The researcher employed simple random and purposive sampling techniques especially lottery method to select 2 head teachers, 40 teachers and 25 pupils. Teachers completed questionnaires while pupils participated in focus group discussions and principal participated in interview. Percentage and content analysis used to analysis the data. This study finding indicated that teachers’ age, gender, academic, professional qualifications, teaching experience, teaching styles and perceptions hinder implementation of inclusive education in Yekegat primary school The study reflecting the pragmatic factors such as lack of instructional materials, unavailable of teachers trains in Special Needs Education, lack of commitment and skill among the teachers, costly equipment’s for children with disabilities, lack of curriculum modification, and lack interest to teach the students with disability. Isolation and negative attitude toward children with disabilities that hindered the effective implementation of inclusion at Yekegat Primary School. The teachers’ academic and professional qualification influence the implementation of inclusive education in public primary schools as it was evident that qualified teachers handled the pupils with special needs well. The professionally trained teachers also proved better in handling the learners with learning disabilities compared to the untrained teachers. The teacher experience positively influenced the implementation of inclusive education at Yekegat Primary Schools. The researcher recommended that head teachers ought to assign older and young teachers inclusive classes for effective implementation of inclusive education.

This study investigated the implementation of the Inclusive Education Policy in Central Uganda using a mixed methods approach. The research was guided by three objectives: to identify factors affecting inclusive education, assess school management practices regarding Special Needs Students (SNS), and examine teaching methods employed in inclusive settings. Data was collected from a sample of 250 respondents, including special needs students (SNS), their peers (SNP), teachers, parents, administrators, and education officials and analysed using SPSS software. Quantitative findings revealed generally low mean scores across key variables: education policy awareness (Mean = 2.77), school management (2.67), teaching methods (2.39), and implementation of inclusive education (2.91), suggesting weak policy implementation. A statistically significant negative correlation was found between school management and teaching methods (r = -0.218, p = .001), indicating a misalignment between leadership and instructional practices. Regression analysis showed teaching methods as the only significant predictor of school management (B = -0.225, p < .001) though the model had low explanatory power (R² = 0.064). Qualitative data supported these findings. Approximately 75% of schools lacked inclusive infrastructure, including interconnecting pathways, special toilets, assistive devices, and trained special needs teachers. While some government-aided schools had facilities but lacked SNS, many private schools had enrolled SNS but lacked the essential resources and support personnel. Teachers often preferred working with physically impaired learners due to fewer resource demands, and primary school management was found to be more inclusive than secondary. Parental awareness and engagement remained limited, further impeding effective policy implementation. The study concluded that inclusive education in Central Uganda remains fragmented and under-resourced. It recommends the deployment of trained special needs teachers, infrastructure development, intensive stakeholder sensitization, and strengthened policy enforcement. A coordinated effort from schools, communities, parents, government, and donors is essential for meaningful inclusion.

The implementation of inclusive education is based on a belief that all people are part of society regardless of their differences. So that education can be accessed easily by all people, including Children with Special Needs (ABK). With this inclusive education, it will have an impact on them so they don't feel marginalized by those who are normal. This study aims to determine the implementation of inclusive education services in public schools after the issuance of central and local government policies in Indonesia regarding the implementation of inclusive education including problems in the management of inclusive education and school efforts to overcome problems in managing inclusive education from the aspect of school management, education personnel, facilities. and infrastructure, curriculum, learning process and cooperation in the management of inclusive education in Blitar City State Elementary Schools. This research used descriptive method and the data were analyzed using a qualitative approach through interviews, observations and documentation studies. The research subjects were principals, teachers, and parents at SDN Responsibility 2, one of the schools providing inclusive education. The results showed that the implementation of inclusive education in schools did not go well. There are many problems in the implementation of inclusive education including; limited knowledge and skills of teachers in providing services to children with special needs, there are no special supervising teachers at schools providing inclusive education, infrastructure and school environments that are not yet fully accessible to children with special needs, Human Resources (HR) have difficulty in modifying the curriculum, assessment academic and non-academic children with special needs, the management of cooperation with related parties (parents and the Center for Disability Services) is less than optimal, there is no supervision and intensive guidance on inclusive education in schools by the education ranks and the local government.

This study investigated the influence of adequacy of allocated budgets by head teachers on the implementation of inclusive education in integrated primary schools in the South Rift Valley region in Kenya. The study adopted a descriptive survey research design. The target population comprised of 25 head teachers, 308 representatives of school management committees, and 308 parents’ association’s representatives from the 25 integrated schools in the South Rift Region, Kenya. The study was guided by Resource Based Theory propounded by Penrose (1959). Data was collected using questionnaires for head teachers and Special Needs Education teachers. Reliability was determined through test-retest method and calculated using Pearson’s correlation coefficient whose reliability was 0.802. Validity was ensured through discussion with the experts (supervisors) and using questions framed in less ambiguous way. Data was analysed using descriptive statistics, correlation and regression statistics. The findings showed the existence of a positive relationship between head teachers’ allocated budget and implementation of inclusive education (r=0.759; p<0.05). Most 6(38%) of the head teacher agreed that special needs learning resources are fairly adequate (M=2.18, SD=0.98). Further 7(44%) of the head teachers indicate that infrastructural facilities are very inadequate in enforcement of mainstream education in integrated public primary schools (M=2.25, SD=1.34). The study recommends that the national government should address the budget allocation deficit for in the integrated primary schools and in particular formulate a policy to cater for inclusive education. The government should allocate money to schools to help them purchase specialized equipment and assistive learning devices for learners with special needs, such as talking books, Braille readers, taking calculators, and computers for ICT in education. Additionally, the government ought to allocate more money to schools, especially those in underdeveloped areas. The head teachers should also consider techniques such as in-service coaching of teachers of special needs and also conduct sessions with parents to have them explain the traits of the students and better understand them.

This study aimed to assess the factors that influence the effective implementation of inclusive education, taking into consideration learners with disabilities and other special needs. The study objectives focused on the following key aspects that directly influence the implementation of inclusive education: inclusive policies, attitudes, perceptions, curriculum issues, and learning environment. The study adopted a case study design and employed qualitative approaches in sampling. Participants of the study (N=103) included special needs teachers (N=73) and learners with disabilities (N=30). Data collection was carried out through interviews. Some of the findings were positive, namely the policies on inclusive education were reported to be clear and well-suited to guiding the implementation practice, although some stakeholders were reported to be less committed. Attitudes towards learners with disabilities and other special needs were reported to be increasingly positive in the last decade. The findings on the perceptions of the ability and capability of learners with disabilities and other special needs to benefit from inclusive education drew a mixed reaction – some respondents reported that there were learners who were able to benefit from inclusive settings, while others were not. On the subject of the curriculum, the results revealed that some learners with disabilities and other special needs were capable of benefiting from the regular curriculum, while others would benefit from a special curriculum. Lastly, with regards to environmental factors, the study revealed that adequate preparations were always made to provide a conducive environment for learning in inclusive education settings. A major recommendation was made to draw the attention of policy makers to support inclusive education, which ought to be treated as a right and not a privilege for learners with disabilities and other special needs.

Objective: This study aims to investigate the factors influencing the use of standardized psychoeducational test results for intellectual disabilities in special needs schools (SNSs) in Japan. Method: To investigate the underlying factors affecting the utilization of these results, qualitative data were collected through semi-structured interviews with 20 experienced teachers from 20 SNSs. Results and Discussion: Using recursive thematic analysis, three major themes were identified: (1) establishment of in-school systems, (2) expertise in standardized tests, and (3) teachers’ views of instruction. The findings suggest that the effective use of test results depends not only on individual teacher competencies but also on institutional structures, training opportunities, and cultural perceptions of assessment. Research Implications: Test results can serve as a shared professional language among educators and offer a rationale for instructional decisions. Originality/Value: This study contributes to the literature by highlighting how institutional structures, teacher expertise, and cultural views of assessment interact to influence educational practice, thereby extending existing theories of assessment use beyond Western school psychology frameworks.

This study investigates how English language teachers develop their professional identities within the framework of inclusive education and Special Needs School (SNS), emphasizing the interplay of self-efficacy, emotional resilience, and teaching strategies for children with Special Education Needs (SEN). Utilizing a qualitative narrative inquiry method, data were gathered through semi-structured interviews and classroom observations, which were then analyzed thematically using ATLAS.ti. The findings indicated that teachers' professional identities are influenced by personal values, institutional support, and pedagogical modifications tailored to students' psychological requirements, including multimodal teaching approaches. Additionally, the results highlighted the essential role of emotional resilience in addressing the challenges encountered in an inclusive classroom. This research adds to educational psychology by presenting a conceptual framework that connects self-efficacy, systemic support, and inclusive practices. Recommendations suggest that teacher training should incorporate psycho-pedagogical strategies for educating children with disabilities.