Leadership Behaviours in the Inclusion Programme for Students with Visual Impairment in Saudi Arabia
This study was designed to examine principal leadership behaviors and their influence on successful inclusion of visually impaired students in public schools in Saudi Arabia.The following research questions framed this study: 1)What are the factors identified by principals, general and special educa...
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| 要約: | This study was designed to examine principal leadership behaviors and their influence on successful inclusion of visually impaired students in public schools in Saudi Arabia.The following research questions framed this study: 1)What are the factors identified by principals, general and special education teachers that support or inhibit inclusion program, 2) What are the resources principals use to support the change process toward
inclusive program? 3) What are the contextual factors surrounding the school which
affect the principal’s change strategies? and 4) What changes, if any, occurred as a
result of the principal’s efforts to implement inclusive? program for visually impaired
students? Qualitative inquiry techniques were employed to determine the effective administrative
practices from the perspective of principals and teachers. Depth interviews
were conducted with three principals, eleven special education teachers, and sixteen
regular education teachers in the three separate public school. These elementary schools
were identified by key leaders in Al-Ahsa Educational Directory on the basis of participants’
favorable position toward inclusion.
The literature on effective schools and systemic change clearly states that the principal’s
leadership is crucial to successful implementation of any innovation. Various
studies indicate that the majority of successful attempts in the area of inclusion of students
with visual impairment are largely due to cooperation and commitment from principals.
Findings found that the 3 principals were generally distinguishable from traditional
educational administrators. Their roles were complex and their schools were improving
consistently even though problems surfaced that presently needed to be addressed.
In the 3 schools it was clear that leadership was shared and connected to the
process of achieving inclusion. Recommendations on this study were to encourage staff
development and help teachers realize they are a source of information for each other.
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The many factors identified in this study that seem to contribute to successful inclusion,
coupled with their success stories, can help educators and policy makers at all levels of
the educational system to understand that inclusive programs can be built and flourish
when responsible and committed principals choose to make a difference. The findings
in this study would be particularly useful to persons responsible for restructuring their
schools and implementing change to better meet the needs of all learners. |
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