Making schools inclusive? Educational leaders' views on how to work with children in need of special support

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Making schools inclusive? Educational leaders' views on how to work with children in need of special support

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Publication Article, peer reviewed scientific
Title Making schools inclusive? Educational leaders' views on how to work with children in need of special support
Author(s) Lindqvist, Gunilla ; Nilholm, Claes
Date 2013
English abstract
Educational leaders have a comprehensive responsibility for how preschools and schools work with children in need of special educational support. The aim of this research is to study how educational leaders (a) explain why children have problems in schools, (b) consider how preschools/schools should help children in need of special support and (c) the role they believe that Special Educational Needs Coordinators (SENCOs) should have in such work. Educational leaders (N = 45) working in preschools and regular compulsory schools in a Swedish municipality responded (100%) to a questionnaire. According to the results of this study, this group seems to view difficulties in schools as being caused primarily by individual shortcomings. Educational leaders often advocate solutions that are closely linked to the work of special educators. The educational leaders believe SENCOs should work with supervising staff and focus on documentation and evaluations. Preschool leaders attribute children's need of special support to teachers more often than their colleagues in compulsory schools.
DOI http://dx.doi.org/10.1080/13603116.2011.580466 (link to publisher's fulltext)
Publisher Taylor & Francis
Host/Issue International Journal of Inclusive Education;1
Volume 17
ISSN 1360-3116
Pages 95-110
Language eng (iso)
Subject(s) incluscion
educational leaders
best practice
Humanities/Social Sciences
Research Subject Categories::SOCIAL SCIENCES
Handle http://hdl.handle.net/2043/18413 (link to this page)

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