Hostname: page-component-cd9895bd7-dzt6s Total loading time: 0 Render date: 2024-12-23T11:45:13.953Z Has data issue: false hasContentIssue false
  • English
  • Français

Building Inclusive Education Workforce Capability: School Principals’ Perceptions of Roles and Responsibilities

Published online by Cambridge University Press:  26 February 2021

Jill Duncan Open the ORCID record for Jill Duncan [Opens in a new window]  and
Renee Punch
Jill Duncan*
Affiliation:
University of Newcastle, Australia
Renee Punch
Affiliation:
Southern Cross University, Australia
*
*Corresponding author. Email: [email protected]
Get access Rights & Permissions [Opens in a new window]

Abstract

Inclusive education workforce capability is the ability of the education workforce to meet individual student learning needs, regardless of educational context. In this study, we investigated the perceptions of 12 principals in Australian education settings on their views about roles and responsibilities related to the workforce’s preparedness for inclusive education. We used thematic analysis to identify 9 major themes and 3 subthemes across the 3 roles about which participants were asked: the principal’s role, the system’s role, and the teacher registration boards’ role. The findings indicated a number of areas of concern for these principals about ensuring the capability of the education workforce in the context of extensive student diversity. In summary, results indicated that principals, systems, and teacher registration boards each have a role in building inclusive education workforce capability, with a coordinated effort more likely to bring Australia closer to its pledge of inclusive education for all students.

Keywords

inclusive educationprincipalworkforceteacherdiversity
Type
Original Articles
Information
Australasian Journal of Special and Inclusive Education , Volume 45 , Issue 1 , July 2021 , pp. 62 - 75
Copyright
© The Author(s), 2021. Published by Cambridge University Press

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

†

This manuscript was accepted under the Editorship of Umesh Sharma.

References

Ainscow, M., & Sandill, A. (2010). Developing inclusive education systems: The role of organisational cultures and leadership. International Journal of Inclusive Education, 14, 401–416. https://doi.org/10.1080/13603110802504903 CrossRefGoogle Scholar
Anderson, J., & Boyle, C. (2019). Looking in the mirror: Reflecting on 25 years of inclusive education in Australia. International Journal of Inclusive Education, 23, 796–810. https://doi.org/10.1080/13603116.2019.1622802 CrossRefGoogle Scholar
Australian Government. (1992). Disability Discrimination Act 1992. Retrieved from https://www.legislation.gov.au/Details/C2016C00763 Google Scholar
Australian Government. (2005). Disability Standards for Education 2005. Retrieved from https://www.legislation.gov.au/Details/F2005L00767 Google Scholar
Billingsley, B., DeMatthews, D., Connally, K., & McLeskey, J. (2018). Leadership for effective inclusive schools: Considerations for preparation and reform. Australasian Journal of Special and Inclusive Education, 42, 65–81. https://doi.org/10.1017/jsi.2018.6 CrossRefGoogle Scholar
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3, 77–101. https://doi.org/10.1191/1478088706qp063oa CrossRefGoogle Scholar
Carter, M., Stephenson, J., Clark, T., Costley, D., Martin, J., Williams, K., … Bruck, S. (2014). Perspectives on regular and support class placement and factors that contribute to success of inclusion for children with ASD. Journal of International Special Needs Education, 17, 60–69. https://doi.org/10.9782/2159-4341-17.2.60 CrossRefGoogle Scholar
Carter, S., & Abawi, L.-A. (2018). Leadership, inclusion, and quality education for all. Australasian Journal of Special and Inclusive Education, 42, 49–64. https://doi.org/10.1017/jsi.2018.5 CrossRefGoogle Scholar
Dally, K. A., Ralston, M. M., Strnadová, I., Dempsey, I., Chambers, D., Foggett, J., … Duncan, J. (2019). Current issues and future directions in Australian special and inclusive education. Australian Journal of Teacher Education, 44(8), 57–73. https://doi.org/10.14221/ajte.2019v44n8.4 CrossRefGoogle Scholar
Dickson, E. (2014). Disability Standards for Education 2005 (Cth): Sword or shield for Australian students with disability? International Journal of Law and Education, 19(1), 5–19.Google Scholar
Duncan, J., Punch, R., & Croce, N. (2021). Supporting teachers to deliver inclusive education. Manuscript submitted for publication.Google Scholar
Duncan, J., Punch, R., Gauntlett, M., & Talbot-Stokes, R. (2020). Missing the mark or scoring a goal? Achieving non-discrimination for students with disability in primary and secondary education in Australia: A scoping review. Australian Journal of Education, 64, 54–72. https://doi.org/10.1177/0004944119896816 CrossRefGoogle Scholar
Forlin, C., Loreman, T., Sharma, U., & Earle, C. (2009). Demographic differences in changing pre-service teachers’ attitudes, sentiments and concerns about inclusive education. International Journal of Inclusive Education, 13, 195–209. https://doi.org/10.1080/13603110701365356 CrossRefGoogle Scholar
Iacono, T., Keeffe, M., Kenny, A., & McKinstry, C. (2019). A document review of exclusionary practices in the context of Australian school education policy. Journal of Policy and Practice in Intellectual Disabilities, 16, 264–272. https://doi.org/10.1111/jppi.12290 CrossRefGoogle Scholar
QSR International Pty Ltd. (2018). NVivo 12 [Computer software]. Melbourne, Australia: Author.Google Scholar
Ralston, M. M., Dally, K. A., & Dempsey, I. (2019). Content analysis of Australian special education research 2005-2015. International Journal of Whole Schooling, 15(1), 82–131.Google Scholar
Round, P. N., Subban, P. K., & Sharma, U. (2016). ‘I don’t have time to be this busy.’ Exploring the concerns of secondary school teachers towards inclusive education. International Journal of Inclusive Education, 20, 185–198. https://doi.org/10.1080/13603116.2015.1079271 CrossRefGoogle Scholar
Sharma, U., & Sokal, L. (2015). The impact of a teacher education course on pre-service teachers’ beliefs about inclusion: An international comparison. Journal of Research in Special Educational Needs, 15, 276–284. https://doi.org/10.1111/1471-3802.12043 CrossRefGoogle Scholar
Sharp, K., Jarvis, J. M., & McMillan, J. M. (2020). Leadership for differentiated instruction: Teachers’ engagement with on-site professional learning at an Australian secondary school. International Journal of Inclusive Education, 24, 901–920. https://doi.org/10.1080/13603116.2018.1492639 CrossRefGoogle Scholar
University of Adelaide, Hugo Centre for Population and Housing Research. (2018 ). The Accessibility/Remoteness Index of Australia (ARIA). Retrieved from https://www.adelaide.edu.au/hugo-centre/spatial_data/aria/ Google Scholar
Urton, K., Wilbert, J., & Hennemann, T. (2014). Attitudes towards inclusion and self-efficacy of principals and teachers. Learning Disabilities: A Contemporary Journal, 12, 151–168.Google Scholar
Wilson, C., Woolfson, L. M., & Durkin, K. (2020). School environment and mastery experience as predictors of teachers’ self-efficacy beliefs towards inclusive teaching. International Journal of Inclusive Education, 24, 218–234. https://doi.org/10.1080/13603116.2018.1455901 CrossRefGoogle Scholar
Woodcock, S., & Hardy, I. (2017). Probing and problematizing teacher professional development for inclusion. International Journal of Educational Research, 83, 43–54. https://doi.org/10.1016/j.ijer.2017.02.008 CrossRefGoogle Scholar
Woodcock, S., & Hardy, I. (2019). ‘You’re probably going to catch me out here’: Principals’ understandings of inclusion policy in complex times. International Journal of Inclusive Education. Advance online publication. https://doi.org/10.1080/13603116.2019.1645891 CrossRefGoogle Scholar
Woodcock, S., & Woolfson, L. M. (2019). Are leaders leading the way with inclusion? Teachers’ perceptions of systemic support and barriers towards inclusion. International Journal of Educational Research, 93, 232–242. https://doi.org/10.1016/j.ijer.2018.11.004 CrossRefGoogle Scholar