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dc.contributor.authorMcInnis, James R.
dc.date.accessioned2013-08-30T14:40:28Z
dc.date.available2013-08-30T14:40:28Z
dc.date.issued2013-08-30
dc.identifier.urihttp://hdl.handle.net/10464/4950
dc.description.abstractInclusion promotes equality, provides opportunities, breaks down barriers, and ensures accessibility for all members of a community. Consequently, elementary-school administrators should become inclusion leaders who introduce and maintain inclusive learning environments. This qualitative study profiled and discussed practices and beliefs of 4 elementary school principals in southern Ontario who are recognized leaders of inclusion for students with exceptionalities. The researcher used multiple instruments for triangulation, thematic qualitative data analysis (constant comparative method) of interview responses and reflective field notes, and data from the Principal and Inclusion Survey to interpret qualitative findings. Findings revealed distinct leadership profiles reflective of empathy and compassion among participants who all regard accommodation of students with exceptionalities as a moral obligation and view inclusion as a socially just pedagogical framework. The researcher recommends that senior school board administrators screen and secure principals who value inclusion to create and maintain school cultures that ensure students’ access to inclusive education.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectinclusive educationen_US
dc.subjectinclusion leaderen_US
dc.subjectelementary school principalen_US
dc.titleElementary School Principals as Leaders of Inclusion for Students With Exceptionalitiesen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameMaster of Educationen_US
dc.degree.levelMastersen_US
dc.contributor.departmentDepartment of Graduate and Undergraduate Studies in Educationen_US
dc.degree.disciplineFaculty of Educationen_US
dc.embargo.termsNoneen_US
refterms.dateFOA2021-08-03T02:10:32Z


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