Abstract
PurposeThe 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/approachAs 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 implicationsIt 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/valueIndex for inclusion and elements from the inclusive leadership model were used in the data collection and analysis.
Highlights
Inclusive education is often discussed as involving the attitudes and classroom techniques that meet the diversity of the educational culture, practice and policy (Ainscow and Booth, 2002)
The main themes with subthemes in the overall results from the three data collection parts are as follows: First main theme: developing shared values The school culture: The principals experience a general acceptance of diversity among their staff
Participation in the school must be autism spectrum conditions (ASC)-adapted, and it is important for the adults in the school to have access to the ASC students’ thoughts and ideas
Summary
Inclusive education is often discussed as involving the attitudes and classroom techniques that meet the diversity of the educational culture, practice and policy (Ainscow and Booth, 2002). Dotger and Coughlin (2018) analyzed the actions and decisions that school leaders made regarding students with autism spectrum conditions (ASC) and noted a prevailing culture and structure that often excludes students with disabilities when circumstances in the classroom became difficult. According to Humpfry and Symes (2014), inclusive education requires all staff to have a clear and shared understanding of what inclusion involves, matched with shared expectations of inclusion that must be supported by the school leadership (Horrocks et al, 2008). This action reflects well-intentioned but negative consequences for the student with ASC. School leaders’ skills and knowledge in special education are crucial and must permeate all decision-making (Dotger and Coughlin, 2018)
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