The Relationship Between Administration and Inclusive Education: Perspectives From One Ontario School Board

Abstract

For the past two decades, school boards around the world have transitioned to more inclusive service delivery for students with exceptionalities. Derived from a larger study (Bennett, Gallagher, Somma, & White, 2021), this research focuses on one school board in the Province of Ontario that transitioned from segregated special education classes to full inclusive service delivery and programming for students with exceptionalities through a board-wide policy. The current major research project utilizes qualitative methods and analyzes 10 semi-structured interviews with administrators from this school board. This project aimed to cull findings to better understand how administrators understand inclusion and make sense of their role within an inclusive education policy and was guided by three research questions: (a) How do administrators define inclusion? (b) How do administrators perceive their role in facilitating an inclusive school culture? (c) What staff and personnel supports do administrators believe are integral to the implementation of inclusive policy? Interview data derived from 10 school administrators were examined using thematic analysis. Findings indicate administrators play a key role in the implementation of inclusive policy by maintaining a positive school culture regarding inclusion, creating a shared school vision, taking ownership over the inclusive policy in their school, and gaining buy-in from all members of the school team. Implications describe steps administrators can take in this role and suggest that a policy shift toward inclusion can be an effective way to positively transition toward inclusion.