Inclusive School Leadership in Developing Context: What Are the Levers of Change?

Abstract

In developing sub-Saharan Africa, a region, that is, in the early stages of implementing inclusive education, there is limited discussion on inclusive leadership modules for training leaders. The qualitative study presented in this paper attempted to fill this knowledge gap by considering school leaders’ contributions to implementing inclusive education for students with disabilities. The paper identifies the challenges faced by schools and the initiatives they have implemented to promote inclusive education. The paper concludes by presenting a proposed heuristic leadership model that could be used to train leaders in low-income contexts to enable them to create inclusive learning environments.

Keywords

inclusive education leadership students with disabilities barriers low-income sub-Saharan Africa

Get full access to this article

View all access options for this article.

References

Ainscow

Sandill

(2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14(4), 401–416. https://doi.org/10.1080/13603110802504903

Angelides

(2011). Forms of leadership that promote inclusive education in Cypriot schools. Educational Management Administration & Leadership, 40(1), 21–36. https://doi.org/10.1177/1741143211420614

Angelides

Antoniou

Charalambous

(2010). Making sense of inclusion for leadership and schooling: A case study from Cyprus. International Journal of Leadership in Education, 13(3), 319–334. https://doi.org/10.1080/13603120902759539

Anthony

(2011). Conceptualising disability in Ghana: Implications for EFA and inclusive education. International Journal of Inclusive Education, 15(10), 1073–1086. https://doi.org/10.1080/13603116.2011.555062

Arrah

R. O.

Swain

K. D.

(2014). Teachers’ perceptions of students with special education needs in Cameroon secondary schools. International Journal of Special Education, 29(3), 101–110.

Baffoe

(2013). Stigma, discrimination & marginalization: Gateways to oppression of persons with disabilities in Ghana, West Africa. Journal of Educational and Social Research, 3(1), 187–198.

Banks

L. M.

Kuper

Polack

(2017). Poverty and disability in low- and middle-income countries: A systematic review. PLoS ONE, 12(12), 1–19. https://doi.org/10.1371/journal.pone.0189996pmid:29267388

Blandford

(2013). The impact of ‘Achievement for All’ on school leadership. Educational Management Administration & Leadership, 41(1), 45–62. https://doi.org/10.1177/1741143212462701

Bonnie

Banks

(2019). Leadership for inclusive schools 1995–2015. In Crockett

J. B.

Billingsley

Boscardin

M. L.

(Eds.), Handbook for leadership and administration for special education (2nd ed., pp. 196–221). Routledge.

10.

Boscardin

M. L.

Lashley

(2019). Expanding the leadership framework to support socially just special education policy, preparation, and standards. In Crockett

J. B.

Billingsley

Boscardin

M. L.

, Handbook for leadership and administration for special education (2nd ed., pp. 39–59). Routledge.

11.

Braun

Clarke

(2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

12.

Carew

M. T.

Deluca

Groce

Kett

(2019). The impact of an inclusive education intervention on teacher preparedness to educate children with disabilities within the Lakes Region of Kenya. International Journal of Inclusive Education, 23(3), 229–244. https://doi.org/10.1080/13603116.2018.1430181

13.

Chao

C. N. G.

Forlin

F. C.

(2016). Improving teaching self-efficacy for teachers in inclusive classrooms in Hong Kong. International Journal of Inclusive Education, 20(11), 1142–1154. https://doi.org/10.1080/13603116.2016.1155663

14.

Chao

C. N. G.

Lai

F. T. T.

S. K.

Sin

K. F.

(2018). Which inclusive teaching tasks represent the highest level of teacher efficacy in primary and secondary schools?. Teaching and Teacher Education, 75, 164–173. https://doi.org/10.1016/j.tate.2018.06.014

15.

Cobb

(2015). Principals play many parts: A review of the research on school principals as special education leaders 2001–2011. International Journal of Inclusive Education, 19(3), 213–234. https://doi.org/10.1080/13603116.2014.916354

16.

Conrad

D. A.

Brown

L. I.

(2011). Fostering inclusive education: principals’ perspectives in Trinidad and Tobago. International Journal of Inclusive Education, 15(9), 1017–1029. https://doi.org/10.1080/13603110903490721

17.

Cook

G. S.

Haggerty

N. K.

Smith

G. J.

(2019). Leadership and instruction: Evidence-based practices in special education. In Crockett

J. B.

Billingsley

Boscardin

M. L.

, Handbook for leadership and administration for special education (2nd ed., pp. 39–59). Routledge.

18.

Creswell

J. W.

Miller

D. L.

(2000). Determining validity in qualitative inquiry. Theory Into Practice, 39(3), 124–130. https://doi.org/10.1207/s15430421tip3903_2

19.

Damon

Glewwe

Wisniewski

Sun

(2016). Education in developing countries—What policies and programmes affect learning and time in school? Elanders Sverige AB https://www.oecd.org/derec/sweden/Rapport-Education-developing-countries.pdf

20.

Deng

Poon-McBrayer

K. F.

(2012). Reforms and challenges in the era of inclusive education: The case of China. British Journal of Special Education, 39(3), 117–122. https://doi.org/10.1111/j.1467-8578.2012.00551.x

21.

Essex

Alexiadou

Zwozdiak-Myers

(2021). Understanding inclusion in teacher education–a view from student teachers in England. International Journal of Inclusive Education, 25(12), 1425–1442. https://doi.org/10.1080/13603116.2019.1614232

22.

Florian

Young

Rouse

(2010). Preparing teachers for inclusive and diverse educational environments: Studying curricular reform in an initial teacher education course. International Journal of Inclusive Education, 14(7), 709–722. https://doi.org/10.1080/13603111003778536

23.

Forlin

(2011). From special to inclusive education in Macau (SAR). International Journal of Inclusive Education, 15(4), 433–443. https://doi.org/10.1080/13603110903079516

24.

Forlin

Chambers

(2011). Teacher preparation for inclusive education: Increasing knowledge but raising concerns. Asia-Pacific Journal of Teacher Education, 39(1), 17–32. https://doi.org/10.1080/1359866X.2010.540850

25.

Forlin

Sharma

Loreman

(2014). Predictors of improved teaching efficacy following basic training for inclusion in Hong Kong. International Journal of Inclusive Education, 18(7), 718–730. https://doi.org/10.1080/13603116.2013.819941

26.

Futaba

(2016). Inclusive education under collectivistic culture. Journal of Research in Special Educational Needs, 16, 649–652. https://doi.org/10.1111/1471-3802.12325

27.

Ghana Statistical Service. (2012a). Level of education of population 3 years and older by region, district and sex. Author.

28.

Ghana Statistical Service. (2012b). 2010 Population and housing and census. Author.

29.

Ghana Statistical Service. (2013). Ashanti region. Author.

30.

Graham

L. J.

Spandagou

(2011). From vision to reality: Views of primary school principals on inclusive education in New South Wales, Australia. Disability & Society, 26(2), 223–237. https://doi.org/10.1080/09687599.2011.544062

31.

Gregorius

(2016). Exploring narratives of education: Disabled young people’s experiences of educational institutions in Ghana. Disability & Society, 31(3), 322–338 https://doi.org/10.1080/09687599.2016.1167672

32.

Jahnukainen

(2015). Inclusion, integration, or what? A comparative study of the school principals’ perceptions of inclusive and special education in Finland and in Alberta, Canada. Disability & Society, 30(1), 59–72. https://doi.org/10.1080/09687599.2014.982788

33.

Kalyanpur

(2014). Distortions and dichotomies in inclusive education for children with disabilities in Cambodia in the context of globalisation and international development. International Journal of Disability, Development and Education, 61(1), 80–94. https://doi.org/10.1080/1034912X.2014.878546

34.

Kamenopoulou

Dukpa

(2018). Karma and human rights: Bhutanese teachers’ perspectives on inclusion and disability. International Journal of Inclusive Education, 22(3), 323–338. https://doi.org/10.1080/13603116.2017.1365274

35.

Kassah

A. K.

Kassah

B. L. L.

Agbota

T. K.

(2012). Abuse of disabled children in Ghana. Disability & Society, 27(5), 689–701. https://doi.org/10.1080/09687599.2012.673079

36.

Kassah

B. L. L.

Kassah

A. K.

Agbota

T. K.

(2014). Abuse of physically disabled women in Ghana: its emotional consequences and coping strategies. Disability and Rehabilitation, 36(8), 665–671. https://doi.org/10.3109/09638288.2013.808272

37.

Kuyini

A. B.

Yeboah

K. A.

Das

A. K.

Alhassan

A. M.

Mangope

(2016). Ghanaian teachers: competencies perceived as important for inclusive education. International Journal of Inclusive Education, 20(10), 1009–1023. https://doi.org/10.1080/13603116.2016.1145261

38.

Kyngäs

Kaakinen

(2020). Deductive content analysis. In Kyngäs

Mikkonen

Kääriäinen

(Eds.), The application of content analysis in nursing science research (pp.23–30). Springer.

39.

Liasidou

Antoniou

(2014). Educating leaders within the context of an inclusive education reform agenda. International Journal for Cross-Disciplinary Subjects in Education, 5(3), 1771–1776.

40.

Liasidou

Antoniou

(2015). Head teachers’ leadership for social justice and inclusion. School Leadership & Management, 35(4), 347–364. https://doi.org/10.1080/13632434.2015.1010499

41.

Liasidou

Svensson

(2014). Educating leaders for social justice: The case of special educational needs co-ordinators. International Journal of Inclusive Education, 18(8), 783–797. https://doi.org/10.1080/13603116.2013.835878

42.

Naami

Hayashi

Liese

(2012). The unemployment of women with physical disabilities in Ghana: Issues and recommendations. Disability & Society, 27(2), 191–204. https://doi.org/10.1080/09687599.2011.644930

43.

Ndlovu

H. L.

(2016). African beliefs concerning people with disabilities: Implications for theological education. Journal of Disability & Religion, 20(1–2), 29–39. https://doi.org/10.1080/23312521.2016.1152942

44.

Opoku

M. P.

(2021). Exploring the intentions of school leaders towards implementing inclusive education in secondary schools in ghana. International Journal of Leadership in Education. Advance online publication. https://doi.org/10.1080/13603124.2021.1889034

45.

Opoku

M. P.

& J-F (2020). Inclusive education without resources: A policy approach for sub-Saharan Africa. In Msila

(Ed.), Developing Teaching and Learning in Africa: Decolonizing Perspectives. The Sun Press.

46.

Opoku

M. P.

Cuskelly

Pedersen

S. J.

Rayner

S. C.

(2020). Attitudes and Self-Efficacy as significant predictor of intention of secondary school teachers towards the implementation of inclusive education in Ghana. European Journal of Psychology of Education. Advance online publication. https://doi.org/10.1007/s10212-020-00490-5

47.

Opoku

M. P.

Rayner

Pedersen

Cuskelly

(2021). Mapping Ghana’s research evidence-base in inclusive education to policy and practice: A scoping review. International Journal of Inclusive Education, 25(10), 1157–1173. https://doi.org/10.1080/13603116.2019.1600055

48.

Pearce

Gray

Campbell-Evans

(2010). Challenges of the secondary school context for inclusive teaching. Issues in Educational Research, 20(3), 294–313.

49.

Poon-McBrayer

K. F.

(2017b). School leaders’ dilemmas and measures to instigate changes for inclusive education in Hong Kong. Journal of Educational Change, 18(3), 295–309. https://doi.org/10.1007/s10833-017-9300-5

50.

Poon-McBrayer

K. F.

Wong

P. M.

(2013). Inclusive education services for children and youth with disabilities: Values, roles and challenges of school leaders. Children and Youth Services Review, 35(9), 1520–1525. https://doi.org/10.1016/j.childyouth.2013.06.009

51.

Rayner

(2009). Educational diversity and learning leadership: A proposition, some principles and a model of inclusive leadership?. E ducational Review, 61(4), 433–447. https://doi.org/10.1080/00131910903404004

52.

Saloviita

(2018). How common are inclusive educational practises among Finnish teachers?. International Journal of Inclusive Education, 22(5), 560–575. https://doi.org/10.1080/13603116.2017.1390001

53.

Sharma

Forlin

Deppeler

Yang

G. X.

(2013). Reforming teacher education for inclusion in developing countries in the Asia Pacific region. Asian Journal of Inclusive Education, 1(1), 3–16.

54.

Sharma

Forlin

Marella

Jitoko

(2017). Using indicators as a catalyst for inclusive education in the Pacific Islands. International Journal of Inclusive Education, 21(7), 730–746. https://doi.org/10.1080/13603116.2016.1251979

55.

Sharma

Loreman

Macanawai

(2016). Factors contributing to the implementation of inclusive education in Pacific Island countries. International Journal of Inclusive Education, 20(4), 397–412. https://doi.org/10.1080/13603116.2015.1081636

56.

Sharma

Nuttall

(2016). The impact of training on pre-service teacher attitudes, concerns, and efficacy towards inclusion. Asia-Pacific Journal of Teacher Education, 44(2), 142–155 https://doi.org/10.1080/1359866X.2015.1081672

57.

Sider

Maich

Morvan

Villella

Ling

Repp

(2021). Inclusive school leadership: Examining the experiences of Canadian school principals in supporting students with special education needs. Journal of Research in Special Educational Needs, 21(3), 233–241. https://doi.org/10.1111/1471-3802.12515

58.

Singal

Mahama Salifu

Iddrisu

Casely-Hayford

Lundebye

(2015). The impact of education in shaping lives: Reflections of young people with disabilities in Ghana. International Journal of Inclusive Education, 19(9), 908–925. https://doi.org/10.1080/13603116.2015.1018343

59.

Subbey

(2020). Awareness of basic school heads in Agona Swedru towards the policy of inclusive education in the Ghana Education Service. International Journal of Inclusive Education, 24(3), 341–350. https://doi.org/10.1080/13603116.2018.1464067

60.

Theoharis

Causton

(2014). Leading inclusive reform for students with disabilities: A school-and systemwide approach. Theory into Practice, 53(2), 82–97. https://doi.org/10.1080/00405841.2014.885808

61.

Thurlow

M. L.

Quenemoen

R. F.

Lazarus

S. S.

(2019). Leadership to improve student outcomes. In Crockett

J. B.

Billingsley

Boscardin

M. L.

(Eds.), Handbook for leadership and administration for special education (2nd ed., pp. 1–17). Routledge.

62.

Urick

(2016). Examining US principal perception of multiple leadership styles used to practise shared instructional leadership. Journal of Educational Administration, 54(2), 152–172. https://doi.org/10.1108/JEA-07-2014-0088

63.

Urick

Bowers

A. J.

(2014). What are the different types of principals across the United States? A latent class analysis of principal perception of leadership. Educational Administration Quarterly, 50(1), 96–134. https://doi.org/10.1177/0013161X13489019

64.

Vázquez

S. T.

Sumner

(2012). Beyond low and middle income countries: What if there were five clusters of developing countries?. IDS Working Papers, 2012(404), 1–40. https://doi.org/10.1111/j.2040-0209.2012.00404.x

65.

Whalley

(2018). A tale of three SENCOS, post 2015 reforms. Support for Learning, 33(4), 407–428. https://doi.org/10.1111/1467-9604.12227

66.

World Bank. (2021). World Bank country and lending groups. Author.

67.

World Health Organisation (WHO). (2011). World disability report. Author.

68.

S. Q.

Cooper

Sin

(2018). The ‘Learning in Regular Classrooms’ initiative for inclusive education in China. International Journal of Inclusive Education, 22(1), 54–73. https://doi.org/10.1080/13603116.2017.1348547