TY - CHAP
T1 - Inclusive education leadership in Non-Western Contexts
T2 - Towards Developing a New "Heuristic" Inclusive Education Leadership Framework
AU - Opoku, Maxwel Preprah
AU - Nketsia, William
AU - Amponteng, Michael
AU - Odame, Lois
AU - Belbase, Shashidhar
AU - Al Nuaimi, Aysha
N1 - Publisher Copyright:
© 2022, IGI Global. All rights reserved.
PY - 2022/6/24
Y1 - 2022/6/24
N2 - Inclusive education is universally accepted as a useful policy to promote the learning of all students in one classroom. While actual teaching practices are pivotal to achieving the goal of having all students study in one classroom regardless of any difficulties and differences they may have, the 'change agents' in schools are leaders who are expected to lead the process. Over the years, there has been discussion on the contributions of school leaders towards the successful practice of inclusive education. However, efforts towards the implementation of inclusive education in especially developing countries have stalled. Indeed, the process towards practicing inclusive education has been led by developed countries that have provided resources and a 'policy blueprint' for developing countries. In this chapter, the authors demonstrate how 'Western leadership' frameworks are unworkable in developing countries and recommend an alternative framework for training inclusive leaders.
AB - Inclusive education is universally accepted as a useful policy to promote the learning of all students in one classroom. While actual teaching practices are pivotal to achieving the goal of having all students study in one classroom regardless of any difficulties and differences they may have, the 'change agents' in schools are leaders who are expected to lead the process. Over the years, there has been discussion on the contributions of school leaders towards the successful practice of inclusive education. However, efforts towards the implementation of inclusive education in especially developing countries have stalled. Indeed, the process towards practicing inclusive education has been led by developed countries that have provided resources and a 'policy blueprint' for developing countries. In this chapter, the authors demonstrate how 'Western leadership' frameworks are unworkable in developing countries and recommend an alternative framework for training inclusive leaders.
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U2 - 10.4018/978-1-6684-4680-5.ch014
DO - 10.4018/978-1-6684-4680-5.ch014
M3 - Chapter
AN - SCOPUS:85136919801
SN - 9781668446805
SP - 233
EP - 249
BT - Rethinking Inclusion and Transformation in Special Education
PB - IGI Global
ER -