Leading Inclusive Schools for Diverse Learners: Principals' Perspectives

Abstract

School principals play a vital role in providing equal opportunities to all learners. The paper examines the role of school principals in implementing inclusive education and the impact on their leadership practices. Sample: Data was collected from 164 school principals from residential and day schools. Design: Descriptive survey design was used in this qualitative study. Findings: Results indicated that despite having excellent infrastructure and availability of material and human resources both the private and NVS schools in the study had poor enrollment of children with disabilities. NVS being residential schools were found to be more discriminating towards children with disabilities. The cultural environment and practices required at the deep structural level for effectively implementing inclusion were not firmly established. Collaboration and consultation with various stakeholders was also not much in evidence. Lack of training and a clear vision emerged as the major impediment to inclusion of children with disabilities.